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DEPARTMENT OF THE INTERIOR 
BUREAU OF EDUCATION 



BULLETIN, 1916, No. 26 



A SURVEY OF 

EDUCATIONAL INSTITUTIONS OF THE 

STATE OF WASHINGTON 




WASHINGTON 

GOVERNMENT PRINTING OFFICE 

1916 




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DEPARTMENT OF THE INTERIOR 

U,S, BUREAU OF EDUCATION 



BULLETIN, 1916, No. 26 



A SURVEY OF 

EDUCATIONAL INSTITUTIONS OF THE 

STATE OF WASHINGTON 



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WASHINGTON 

GOVERNMENT PRINTING OFFICE 

1916 

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ADDITIONAL COPIES 

OF THIS PUBLICATION MAY BE PROCURED FROM 

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GOVERNMENT PRINTING OFFICE 

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V 



Do of D« 
JAN 13 1917 






CONTENTS. 

Page. 

Letter of transmittal 5 

Report and recommendations of the Commission of Educational Survey of 

Washington 7 

I. Common schools 9 

II. Normal schools 14 

III. University and State College 16 

IV. Distribution of the mileage tax .' 17 

Report of the survey committee 21 

Introduction 21. 

Section I. — Relations of State university and the State college to the 

State system of public education and to each other 25 

Chapter I. — General considerations of higher education in Washing- 
ton, with incidental treatment of higher education 25 

Chapter II. — Support of higher education in Washington and in other 

States 39 

Chapter III. — State officials and administrative machinery 58 

Chapter IV. — Formulation of State policies in higher education 60 

Chapter V. — -Costs of State university and State college 63 

Chapter VI. — Present scope and functions of the State college and 

State university 80 

Chapter VII. — Warranted and unwarranted duplication 9.9 

Chapter VIII. — Differentiation of functions of the State university 

and the State college . 103 

Chapter IX. — Departments of education in the State college and 

university 112 

Chapter X. — Agricultural schools 115 

Chapter XI. — Minor questions of administration and statements as to 

the support of the State university and State college 119 

Summary of recommendations relating to State university and State col- 
lege 122 

Section II. — General Review of the public-school system 125 

Chapter XII. — Support of the public schools 125 

Chapter XIV. — Public-school teachers 133 

Chapter XV. — Special preparation for rural teachers 140 

Chapter XVI. — Certification of Washington teachers 145 

Chapter XVII. — Instruction in the schools! 150 

Section III. — The State normal schools . 165 

Chapter XVIII. General considerations 165 

Chapter XIX .—Teachers trained in normal schools and other institu- 
tions 168 

Chapter XX. — Standards of proposed courses . . 175 

Chapter XXI. — Extension and the further training of teachers in 

service 180 

Chapter XXII. — Attendance, faculties, and future policy 182 

Summary of recommendations relating to the normal schools 186 

Summary of recommendations of survey committee 187 

Appendix A.— Salaries and student clock hours 191 

Appendix B. — Analysis of expenditures in State higher institutions 211 

Appendix C. — Instructors and students in public normal schools 213 

Appendix D. — Statement of maintenance, physical equipment, and urgent 

needs of the three normal schools 221 

Index 227 

3 



LETTER OF TRANSMITTAL. 



Department of the Interior, 

Bureau of Education, 

Washington, August 22, 1916. 

Sir: I am transmitting herewith for publication as a bulletin of 
the Bureau of Education the report of a survey of education in the 
State of Washington, made under my direction at the request of the 
Commission of Educational Survey created by the legislature of the 
State, as set forth in the introduction to this report. The survey 
includes the State institutions of higher education, the University of 
Washington at Seattle, the State College of Washington at Pullman, 
and the three normal schools at Cheney, Ellensburg, and Bellingham, 
and such a study of the elementary and secondary schools of the 
State and of the preparation of teachers in these schools as was 
necessary to an intelligent consideration of the functions and stand- 
ards of the higher schools. 

This survey was made by Dr. S. P. Capen, specialist in higher 
education; Harold W. Foght, specialist in school practice; and Alex- 
ander Inglis, assistant professor of education, Harvard University. 
Their report and conclusions were approved by me. 

Accompanying this report is a report of the findings and recom- 
mendations of the Commission of Educational Survey as submitted 
to the governor of the State of Washington. For these neither the 
survey committee nor the Commissioner of Education is in any way 
responsible, but it will be observed that in the main the Commission 
of Educational Survey approves the conclusions of the survey 
committee. 

Respectfully submitted. 

P. P. Claxton, 

Commissioner. 

The Secretary of the Interior. 

5 



REPORT AND RECOMMENDATIONS OF THE COMMISSION 
OP EDUCATIONAL SURVEY OF WASHINGTON. 1 



The Legislature of Washington, by an act passed by the senate 
and house of representatives March 9, 1915, and approved by the 
governor March 18, 1915, provided for a commission to make an 
educational survey of the State of Washington. The scope of the 
work of this commission is defined and its members named in the 
following act, chapter 143, session laws of 1915: 

AN ACT Creating a commission to make an educational survey, defining its powers and duties, appointing 
the members thereof, and making an appropriation therefor. 

Be it enacted by the Legislature of the State of Washington: 

Section 1. There is hereby created a commission, consisting of six members, to be 
known as "The Commission of Educational Survey of Washington," and it shall be 
the duty of such commission to make a comprehensive survey of the organization and 
work of the University of Washington, the State College of Washington, and the State 
Normal Schools at Ellensburg, Cheney, and Bellingham, and a general survey of the 
public-school system of the State, both urban and rural, elementary and secondary, 
and of the educational development and possibilities of the State, and to determine 
more definitely the purpose, sphere, and functions of the university, the State college, 
and the State normal schools, and the lines along which each should be encouraged to 
develop for the better service of the State. In the performance of its duties said 
commission shall have power to employ experts and to fix and authorize the payment 
of their compensation. Upon the completion of such survey and on or before April 30, 
1916, said commission shall make and file with the governor a report of its findings 
and recommendations, which report shall be published for general distribution 
throughout the State, and shall contain such recommendations to the legislature in 
regard to the enactment or amendment of the statutes relating to the several institu- 
tions as may be found advisable, including any necessary changes in the distribution 
of the millage tax for the support of such institutions and such additional appropria- 
tions as the commission may deem advisable. 

Sec 2. The members of the subcommittee of the joint committee on educational 
institutions and education of the fourteenth legislature, to wit, Senators W. J. Sutton, 
E. E. Boner, and A. H. Imus, and Representatives Tom Brown, Charles Timblin, and 
Victor Zednick, are hereby appointed members of said commission, who shall receive 
as compensation five dollars ($5) for each day while actually engaged in the performance 
of their duties. 

Sec 3. For the payment of the actual and necessary traveling expenses of the 
members of the said commission, the compensation of the members of said commission, 
and the experts employed, and expenses incidental to the work of said commission, 
there is hereby appropriated out of any funds in the State treasury not otherwise 
appropriated the sum of five thousand dollars ($5,000) or so much thereof as may be 
necessary. 

1 It should be noted that this section (pp. 7 to 19) constitutes the report of the legislative commission, 
for which the Bureau of Education is in no way responsible. The report of the survey experts begins 
on p. 21. 

7 



8 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

At its first meeting, held in North Yakima, Wash., July 5, 1915, 
the commission decided, in addition to visits to the State institu- 
tions of higher education and inquiries conducted by its own mem- 
bers, to cause to be made an expert study of educational conditions 
in this State in so far as outlined in the legislative enactment. To 
this end it obtained the services and cooperation of the United States 
Bureau of Education. 

The Commissioner of Education, with the approval of the commis- 
sion and of the heads of the State institutions of higher education, 
obtained the following experts to conduct the survey in this State 
and report to the commission: Dr. Samuel P. Capen, specialist in 
higher education, United States Bureau of Education; Mr. Harold W. 
Foght, specialist in rural-school practice, United States Bureau of 
Education; and Dr. Alexander Inglis, assistant professor of edu- 
cation, Harvard University. 

The commission held several meetings for the purpose of adopting 
a suggestive course of procedure and working out the details, and 
visited the University of Washington, Washington State College, 
Ellensburg Normal School, Bellingham Normal School, and Cheney 
Normal School. The final session convened at Spokane, Wash., 
April 15, 1916, at which time the report of the experts was received. 
These expert findings and recommendations are hereto attached and 
made a part of this report. 

At its final meeting the commission studied carefully the expert 
findings and conclusions, and from these, together with the testi- 
mony of the heads of the several institutions and the inquiries of 
its own members, the commission formulated this report. 

In the interest of brevity this report embraces for the most part 
only recommendations, no supporting arguments or statistical 
facts being given, except in cases where the commission differs from 
the conclusions of the experts. These cases, however, are rare, 
occurring in almost all instances when the commission is of the 
opinion that the State is unable financially to carry out the program 
suggested. The reasons and facts supporting the recommendations, 
when not given herein, are to be found in the report of the experts, 
which is added hereto, and of which a thoughtful reading is urged. 
In some few instances recommendations concern subjects not touched 
upon in the findings of the investigators. The reasons for these, of 
course, are given. 

The commission's recommendations and suggestions appear under 
four general subdivisions : 

1. Common schools, both urban and rural, elementary and sec- 
ondary. 

2. Normal schools. 

3. State university and State college. 

4. Distribution of the millage tax. 



REPORT AND RECOMMENDATIONS OF THE COMMISSION. 9 

The commission desires to express its appreciation of the helpful 
cooperation of the presidents, faculties, and administrative officers 
of the several institutions, and of the State superintendent of public 
instruction. Without their assistance the work could scarcely 
have been done efficiently in the time allotted. The leadership and 
services of Dr. P. P. Claxton, United States Commissioner of Educa- 
tion, and of the experts are also gratefully acknowledged. 



I. COMMON SCHOOLS. 

The commission's survey of the public-school system was not 
exhaustive. General, rather than comprehensive, it was concerned 
only with those phases which are closely related to the institutions 
of higher education. The legislature did not contemplate a more 
detailed investigation at this time. 

One of the most important questions affecting the common schools 
is that of the proper system of apportioning the current State school 
fund and the county fund, and of arriving at an equitable basis for 
scaling up the State and county taxes. These problems were not 
studied, however, because a legislative committee, created by joint 
resolution to make this study, is now at work. 

With the instructional and administrative side this commission 
was primarily concerned. It went particularly into the matters 
of the county superintendency, county organization, county super- 
vision, certification of teachers, and the school curriculum. 

COUNTY SUPERINTENDENCY. 

The commission recommends: 

1. That the eligibility and salary clauses in the educational code 
be changed so that any person, in order to be eligible to the office of 
county superintendent, shall hold a professional certificate valid in this 
State; shall have had at least five years of professional experience; 
and shall have had not less than two years of advanced preparation 
of college or normal-school grade, in addition to being graduated 
from a secondary school. 

2. That the minimum salary of the county superintendent shall 
be $1,200, and that in case an eligible person can not be found in the 
county he may be chosen from some other county. 

3. That the legislature submit to the people a constitutional 
amendment removing the limitation on the tenure of office of the 
county superintendent. The commission is firmly of the opinion 
that the best interests of the county schools can not be subserved 
by frequent change in county superintendents. 



10 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

4. That the powers and duties of the county superintendent 
be enlarged, so that in all school districts, except those of the first 
and second class, the county school superintendent shall select the- 
teachers, subject to approval by the board of directors. 

COUNTY ORGANIZATION. 

5. That careful consideration be given by the legislature to the 
permissive county organization plan as outlined in the report of the 
committee of experts, hereto attached and made a part of this report. 

COUNTY SUPERVISION. 

6. That the legislature carefully consider the question of a more 
adequate supervision of the rural' schools by subdividing the county 
into supervision districts, as discussed in the report of the com- 
mittee of experts. 

CERTIFICATION. 

7. That a new system of certificates be substituted for that now in 
force, in order that the standards for entering the teaching profession 
in this State shall rank among the highest in the Union. In any case 
the commission most emphatically recommends that third-grade cer- 
tificates be abolished at a very early date, and that the experience 
provision of the code for the renewal of second-grade certificates be 
discontinued, and that the professional requirements for the renewal 
of the same, as set forth in the code, be somewhat increased. 

The new system of certification recommended for enactment follows : 

STANDARDS RECOMMENDED. 

1. The minimum basis for certification of all teachers shall be at 
least graduation from a four-year high school or its equivalent. 

2. Beginning with September 1, 1918, the basis shall be changed 
and include not only graduation from a four-year high school, but in 
addition one semester of 18 weeks of professional training. Teachers 
holding certificates in force at the time of the passage of this proposed 
act and whose certificates will expire by regular limitation shall be 
exempt from this requirement until September 1, 1920. 

3. Beginning with September 1, 1920, the basis shall again be 
increased and include graduation from a four-year high school, with 
one year of 36 weeks of professional training. Teachers holding cer- 
tificates in force at the time of the passage of this proposed act and 
whose certificates will expire by regular limitation will be exempt 
from this requirement until September 1, 1922. 

4. Beginning with September 1, 1922, the basis shall again be 
changed to include graduation from a four-year high school and one 
and a half years (54 weeks) of professional training. Teachers hold- 
ing certificates in force at the time of the passage of this proposed act 



REPORT AND RECOMMENDATIONS OF THE COMMISSION. H 

and whose certificates will expire by regular limitation shall be ex- 
empt from this requirement until September 1, 1924. 

5. Beginning with September 1, 1924, the basis shall again be raised 
to include graduation from a four-year high school and two years (72 
weeks) of professional training. Teachers holding certificates in 
force at the time of the passage of this proposed act and whose cer- 
tificates will expire by regular limitation shall be exempt from this 
requirement until September 1, 1926. 

The professional requirements above mentioned shall be such as 
are provided in the regular courses in the State normal schools, the 
regular courses provided in the departments of education in the State 
college and in the university, and such equivalent courses in other 
institutions as may be approved by the State board of education. 
Experience credits may be accepted to the extent and under such 
rulings as the State board of education may provide. All practice 
teaching necessary to meet the foregoing requirements must be done 
under conditions approved by the State board of education. 

TYPES OF CERTIFICATION STIPULATED. 

1. Common-school certificates based upon examination: 

a. Primary certificates. 

b. Grammar-school certificates. 

c. Kural-school certificates. 

d. High-school certificates. 

e. Administration certificates. 

2. Normal school certificates: 

a. Elementary-school certificates — 

(a) Primary certificates. 
■(b) Grammar-school certificates. 
(c) Rural-school certificates. 

b. Special certificates — 

(a) Supervisory certificates. 

(b) Certificates of special subjects. 

(c) Certificates of administration. 

3. University and State college certificates: 

a. High-school certificates. 

b. Special high-school certificates. 

c. Special supervisors' certificates. 

d. High-school administration certificates. 

e . General administration certificates. 

CERTIFICATION LIMITED AND DEFINED. 

Common-school certificates. — All common-school certificates based 
upon examination shall meet the requirements prescribed by the 
State board of education and shall be issued by the superintendent of 
public instruction. All examinations must be given in accordance 



12 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

with the present prescribed law and shall be based upon all subjects 
included in the scope of work contemplated by the certificate. 

Primary certificates. — Primary certificates shall entitle the holder to 
teach in the first four grades of the elementary schools. 

Grammar-school certificates. — Grammar-school certificates shall en- 
title the holder to teach in the grammar grades of the elementary schools. 

Rural-school certificates. — Kural-school certificates shall entitle the 
holder to teach in any or all of the eight grades of the elementary 
schools. 

HigJi-school certificates. — High-school certificates shall entitle the 
holder to teach in any of the high schools of this State. 

Normal-school certificates. — The normal-school certificates issued by 
the State normal schools shall primarily cover the work of the elemen- 
tary schools, shall provide for special teachers and supervisors for the 
elementary schools, and shall provide special administration certifi- 
cates for the elementary and rural schools. Special certificates issued 
by the normal schools shall be sufficient in the named limited field 
of work in any of the common schools of the State. 

University and State college certificates. — Certificates issued by the 
university and State college shall primarily cover the work of the high- 
school field, including high-school teachers, principals, and specialists 
in a definite limited field of work, and shall prepare special teachers 
and supervisors for the elementary schools. 

Administration certificates. — Certificates of administration may be 
granted either by the normal schools, by the State college, or by the 
university upon a stipulated basis provided for by the State board of 
education. 

Special certificates. — Special certificates of all types shall be issued 
by the institutions training for them under conditions approved by 
the State board of education. 

Provision for the extended recognition of certain certificates in nine- 
year schools. — In nine-year schools, normal-school certificates to teach 
in elementary grades shall be recognized as covering the first high- 
school year, and university and State-college certificates to teach in 
the high schools shall be recognized as covering the upper elementary 
grades. 

TENURE OF OFFICE FOR SCHOOL-TEACHERS. 

The commission favors long tenure of office for school-teachers, but 
does not believe that the "bonus" plan, as advocated in the report 
of the committee of experts, is the most desirable or effective stimulus 
to that end, and believe that it is impracticable from a financial 
viewpoint. 

TEACHERS' EXAMINATIONS. 

The commission , recommends that the certification laws be so 
amended as to require an examination of the teacher in every subject 
he is required to teach. 



REPORT AND RECOMMENDATIONS OF THE COMMISSION. 13 

COURSES OF STUDY. 

In that part of the report dealing with the common schools the 
experts recommend that the training of city and rural school children 
be differentiated, the object being to adapt the training to the child's 
environment. 

It is the opinion of the commission, however, that a too rigid 
interpretation should not be put on this recommendation, for it 
might have the effect of producing a too diversified course of study, 
which in the interest of the child it is most desirable to avoid, for the 
following reasons: 1 

1. A child in the elementary grades needs drilling in the five 
essential branches of education, which are taken to be reading, 
writing, spelling, arithmetic, and grammar, rather than to know a 
mass of facts. To keep this main object in view is of vital importance 
in elementary education at all times. That a child should read 
distinctly, spell correctly, write legibly and grammatically, are 
matters of first importance; but that he should know the details of the 
Missouri Compromise, the scientific name of every bone in his hand, 
the exact location of the source of the Nile, is not a matter of first 
importance in this stage of his career. 

2. The chief question to be asked in this connection is: What is of 
highest value in elementary education? That question settled, the 
rest is easy and will follow in logical order. To educate the child to 
the highest degree of efficiency, it is necessary to see that his energy 
be not wasted on matters of secondary importance, but that it be 
conserved at every stage of his school career. To aim for this is to 
aim to secure the maximum of economy for the State's work. 

3. In order to secure the advantages of this program and preserve 
vital interest in it, the following mode of procedure is earnestly 
recommended, viz, that the examination given by the State to 
children in the rural schools on completion of the elementary curric- 
ulum be extended to include urban and all State schools of the same 
grade, and that only those who give proof of competency be allowed 
to pass into the high schools of the State. It is also recommended 
in order to preserve a unified plan, with the same objects of economy 
and efficiency in view, that a similar test be applied to students of 
the high schools of the State on the completion of their course 
before being allowed to pass into the State's higher institutions of 

learning. 

MILITARY INSTRUCTION. 

The commission recommends that the next legislature carefully 
consider the question of military instruction, with a view to making 
it compulsory in the high schools of this State. 

i It should be noted that these are the opinions of the commission, and not of the survey committee. 
For the committee's statement, see pp. 150 et seq. 



14 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

II. NORMAL SCHOOLS. 

To the end that unwarranted duplication be now and hereafter 
eliminated, the commission defines rigidly the scope and functions of 
the university and State college in the preparation of teachers on 
the one hand and of the normal schools on the other. It draws a 
clean line of demarcation between them, indicating the class of 
teachers each group is to train. This is done in the interests both 
of economy and of turning out the most efficient product possible. 
It has been decided that the training of elementary-school teachers 
is the function of the normal schools; that the preparation of high- 
school teachers is the function of the university and college. This 
differentiation is definitely made in this report. 

Questions of entrance requirements for the normal schools, the 
length of course they should give, the subjects to be taught, means 
of promoting harmonious development, and plans of extension 
service and kindred questions have been given careful consideration. 

On the report of the experts, the views of the normal-school princi- 
pals, and personal inquiries by its members the commission bases 
the following recommendations: 

1. That requirements for matriculation in the normal schools be 
those stated in the experts' report. 

2. That the normal schools develop a full three-year course in 
accordance with the suggestion of the experts. 

3. That they go on a full four-year basis, not earlier than 1920\ 
provided they have in the meantime arrived at the point where a 
full four-year course in an accredited high school is required for 
entrance and they have developed the three-year course referred to 
above on a basis to warrant the expenditure this fourth year of work 
will entail. 

4. That the State university and State college confine their training 
of teachers for the common schools strictly to the high-school grades, 
but that graduates of such institutions be allowed to teach the 
upper elementary grades, when taught in connection with ninth- 
grade work in strictly one-year high schools. 

5. That the State normal schools confine their training of teachers 
for the common schools strictly to the elementary grades, but that 
graduates of such institutions be allowed to teach the ninth grade 
when taught in connection with the upper elementary grades in 
strictly one-year high schools. 

6. That school superintendents and directors, in this class of 
schools where both the upper elementary grades and one year of 
high-school work are taught, give preference to those applicants 
having both a university or State college and a normal-school 
training. 



REPORT AND RECOMMENDATIONS OF THE COMMISSION. 15 

7. That, in consonance with the suggestions of the experts, the train- 
ing of rural-school teachers through the normal schools be further 
developed, but that the question of the location of model rural schools 
be left to the governing boards of the normal schools. 

8. That the normal schools devote much serious effort to provide 
teachers for rural communities. 

9. That the three-year course of study for the normal schools of 
the State, as suggested in the experts' report, be adopted. 

10. That, for the purpose of promoting a harmonious development 
along parallel lines, a joint meeting of the respective boards of trustees 
of the three normal schools be held annually. 

11. That the membership of the State board of education be 
increased to 10, and shall consist of the superintendent of public 
instruction, the president of the University of Washington, the 
president of the State College of Washington, the principals of each 
of the three State normal schools of Washington, and four persons 
holding life diplomas issued under the authority of the State and 
actively engaged in educational work, appointed by the governor, 
one of whom shall be a superintendent of a district of the first class, 
one a county superintendent of schools, one a principal of a fully 
accredited four-year high school in a district of the first class, and 
one a principal of a fully accredited four-year high school in a district 
other than of the first class. 

12. The commission believes that the needs of the State will soon 
require a fourth normal school, as suggested in the report of the 
experts, and recommends that one be established as soon as financial 
conditions of the State will justify. 

13. The commission is convinced of the advisability of having the 
normal schools engage in extension service, such as is suggested in 
the report of the experts. This work, however, conducted on a scale 
as broad as that suggested, would involve an expenditure which the 
State can not afford at the present time. After considering carefully 
the value and cost of teachers' institutes in this State and after taking 
up this matter and the extension service question with the normal- 
school principals, a number of county superintendents, and other 
educators, the commission has come to the conclusion that this 
extension service would be of more value to the teachers of the State 
than are the institutes. In the light of this fact, and because money 
is not available for both, and also because of the value of this exten- 
sion service, the commission recommends that the legislature provide 
by enactment for such service in lieu of the institute work now pre T 
scribed by law. 

14. As the law now stands, the children attending the training 
departments of the normal schools are not allowed to draw State 
school money per diem, This gives cause for much complaint by 



16 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

the people of the cities where the normal schools are located, who 
demand that this discrimination be removed, as they suffer financial 
loss by sending their children to the training departments. The 
commission, therefore, recommends that the law be changed to allow 
school money to be apportioned to the local district for all children 
attending normal-school training departments, as this provides a 
necessary service to the State at large. 



III. UNIVERSITY AND STATE COLLEGE. 

The commission advises the enactment of legislation in accordance 
with the following recommendations : 

1 . That agriculture (in all its branches and subdivisions) , veterinary 
medicine, mining, pharmacy, economic science in its application to 
agriculture and rural life, and the training of high-school teachers 
(especially in agriculture, home economics, and mechanic arts), 
school supervisors, and school administrators be major lines at the 
State college. 

2. That law, medicine, architecture, forestry, pharmacy, mining, 
commerce, journalism, library economy, graduate work in liberal 
arts and pure science, professional training of high-school teachers, 
school supervisors, and school superintendents be major lines at the 
State university. 

3. That duplication be recognized in liberal arts, pharmacy, mining, 
home economics, and in certain branches of engineering. 

4. That civil, electrical, and mechanical engineering be taught at 
both the State college and the State university. 

5. That chemical engineering be taught at the State university 
exclusively. 

6. That agriculture and its various subdivisions be taught at the 
State college exclusively. 

7. That the development of further departments or branches of 
engineering be submitted to a joint conference of the respective 
governing boards before their establishment at either institution. 

8. That degree courses in liberal arts, with the training of high- 
school teachers in the various branches of the same, be continued at 
the State college, but that no graduate work in these lines be offered. 

9. That home economics be developed for the present without 
restriction at both the State university and the State college, but 
no extension work in home economics be undertaken by the uni- 
versity outside of King County. 

10. That professional courses in marine engineering and fisheries 
be established at the State university as soon as its resources permit. 



REPORT AND RECOMMENDATIONS OF THE COMMISSION. 17 

11. That graduate work in engineering branches, when developed, 
be developed at the university exclusively. 

12. That both the State college and the State university continue 
their respective departments of mining engineering, but that the 
cooperation of the two institutions be secured so that each department 
will best serve the State. To this end we recommend that the 
university place special emphasis on coal and clay mining and ceramic 
engineering and that the State college place special emphasis on 
metalliferous mining. 

13. That the work of the department of elementary science at 
the State college, which work in our opinion is making a most im- 
portant contribution to the life of the State, be still further strength- 
ened and extended, and that to this end there be brought about a 
partial reorganization of the administrative relationship of this 
department to the college, whereby this department shall have a 
teaching staff entirely its own and shall be separately housed. 

14. That the administrative officers of both institutions take under 
consideration the matter of small classes, as discussed in the report 
of the experts. 

15. That the officers of the State college and the university con- 
sider the total number of hours required in the major subject, since 
it is often excessive and unduly limits the opportunity of the student 
to obtain the desired breadth of training. 

16. That high-school graduation be required of all students entering 
the State college or the university, except those 21 years of age or 
older, and except students in the elementary science department of 
the State college. This restriction will not apply to summer schools, 
short courses, or extension work in either institution. 

17. That in order to promote harmony, economy, and efficiency 
in the management of the institutions of higher education the regents 
of the State university and the State college hold joint meetings 
at least once a year. 



IV. DISTRIBUTION OF THE MILLAGE TAX. 

The phenomenal growth of population in the State of Washing- 
ton, hardly realized by the average citizen, becomes astounding when 
viewed in connection with the State's higher educational institutions. 
All have grown, some having doubled, while others have even trebled 
their attendance during the current six-year millage period which will 
terminate in 1917. 

The experts make it clear in their report that if this demand is to 
be met, even in fairly full measure, a much larger increase of support 
must be provided for. 

46564°— 16 2 



IS EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

Contrary to general belief, Washington's contribution to higher 
education is not excessive, as is evidenced by the following excerpt 
from the report of the experts: 

Attention is here especially called to the fact that Washington ranks twenty -fourth 
in Table 4, on the basis of the amount spent on higher education for each $1,000 of 
wealth. It ranks twenty- third in Table 6, on the basis of apportionment per capita 
ot the receipts of higher institutions of collegiate grade. It ranks fifteenth in Table 8, 
on the basis of apportionment per capita of the receipts of higher education, including 
normal schools. These figures should allay the apprehension of those citizens who have 
believed that Washington is unduly extravagant in its support of higher education. 

The increased demands in the budgets of the different institutions 
correspond in the main with their respective enrollments. . 

It is necessary to provide for maintenance on a much larger scale; 
for larger and better buildings; and to meet the insistent demand for 
industrial research work in the university, and for extension work and 
research along agricultural lines in the State college. 

The growth of the normal schools is equally remarkable. Particu- 
larly is this true with respect to two of them, the normal school at 
Cheney and the normal school of Bellingham. 

The corollary to all this is the insistent demand for an increase in 
maintenance, buildings, land, and equipment. 

The legislature of 1911 passed an act providing a fund for the 
maintenance of the State institutions of higher education. It was 
decided to divide this fund in the following manner: Forty-seven and 
one-half one-hundredths (47 J/1 00) of 1 mill for the State university 
fund; thirty-two and one-half one-hundredths (32 J/100) of 1 mill for 
the Washington State college fund; nine one-hundredths Crfo) of 
1 mill for the Cheney normal school fund; seven one-hundredths 
(twu) °f 1 m iU f° r tne Ellensburg normal school fund; and nine one- 
hundredths Crfo) of 1 mill for the Bellingham normal school fund. 
The sum of this is 1 mill and five one-hundredths (1.05) of 1 mill. 

But this millage can no longer yield an amount sufficient to main- 
tain these institutions and allow them to expand. 

After carefully studying their budgets and paring down the de- 
mands of the institutions to their lowest possible requirements, the 
commission recommends the allotment to each institution of the fol- 
lowing portions of the millage tax for the next six-year millage 
period : 

To the university ninety one-hundredths (^fo) of 1 mill — eighty- 
five one-hundredths (twu) of 1 mill for maintenance and ^Lve one- 
hundredths Crw) of 1 mill for buildings, which with tuition fees and 
rental from university properties is to be devoted to a building fund. 
Because of the unusually large and pressing building needs of the 
university, due to the growth of the student body and the rapid 
deterioration of the buildings inherited from the Alaska- Yukon- 



REPOET AND RECOMMENDATIONS OF THE COMMISSION. 19 

Pacific Exposition, it is necessary to meet this continuing emergency 
by additional provision outside the usual resources. To this end, the 
commission recommends that those provisions of the act creating the 
University of Washington building fund, which authorize the charge 
of a tuition fee of $10 per student each semester, be continued in 
force. 

To the State college fifty-five one-hundredths CrbV) °^ 1 m ^ — 
fifty-one one-hundredths (-fVtr) °f 1 m ^ ^ or maintenance and four 
one-hundredths (y^o) of 1 mill for buildings and repairs to buildings. 

To the Cheney normal school fourteen and one-fourth one-hun- 
dredths (141/100) of 1 mill— twelve one-hundredths (■£&) of 1 mill 
for maintenance, and two and one-fourth one-hundredths (21/100) of 
1 mill for buildings. 

To the Ellensburg normal school twelve and three-fourths one- 
hundredths (12f/100) of 1 mill — nine one-hundredths (y^-g-) of 1 mill 
to be given for maintenance and three and three-fourths one-hun- 
dredths (3f/100) of 1 mill for land, buildings, and improvements. 

To the Bellingham normal school eighteen one-hundredths (y^-) 
of 1 mill — fourteen one-hundredths (^) of 1 mill for maintenance 
and four one-hundredths CrJo) of 1 mill for buildings, land, and equip- 
ment. 

The sum total of this millage is 1 mill and ninety one-hundredths 
(90/100) of 1 miU. 

In conclusion, the commission is of the opinion that, in connection 
with its work, there is no more complex or difficult problem relating 
to the State's higher educational institutions than the question of 
finance. How to maintain them without placing an unduly heavy, 
burden on the taxpayers of the State is a most important and diffi- 
cult matter. The commission feels certain, however, that with the 
limited means at hand this effort to meet the needs of the immediate 
future will be regarded as a serious attempt at the solution of a great 
problem, even if the result obtained can not be regarded with com- 
placency. 

Dated this 27th day of April, 1916. 

W. J. Sutton, 

Chairman. 
E. E. Boner, 
A. H. Imus. 
Tom Brown. 
Charles Timblin. 
Victor Zednick, 

Secretary. 



REPORT OF THE SURVEY COMMITTEE. 1 



INTRODUCTION. 

The 1915 Legislature of the State of Washington had before it 
several bills affecting higher educational institutions. Before final 
action on these was taken the governor and members of the legisla- 
ture invited the Commissioner of Education to come to the State and 
give the legislature the benefit of his advice. In the early part of 
March the commissioner and the specialist in higher education 
visited four of the five institutions and attended various hearings 
held before a subcommittee of the joint committee of the committees 
on educational institutions and education. The commissioner then 
made a brief report to the joint committee, in which he recommended 
a comprehensive survey of the higher institutions, with such general 
survey of the public school system as might be necessary before 
legislative action limiting the sphere of any of the institutions was 
taken. To have charge of the survey he recommended the creation 
of a legislative commission which should work through experts, and 
he offered the services of the Bureau of Education in the prosecution 
of the survey. 

In compliance with these recommendations the legislature passed 
an act creating a survey commission and naming as its members the 
subcommittee before which the hearings had been held. The com- 
mission was instructed to conduct a survey as outlined by the Com- 
missioner of Education and to report to the governor on or before 
April 30, 1916. 

Immediately upon organization the survey commission called upon 
the Bureau of Education to furnish the expert assistance promised 
and to take charge of the survey. The Commissioner of Education 
met with the members of the commission in North Yakima July 5,. 
1915, and submitted to it an outline of the procedure to be followed. 
This outline was approved by the commission with a few slight 
emendations. (It was further slightly amended by the commission 
in December.) It has served as the basis of this report, practically 
all matters agreed upon being treated at greater or less length in the 
following pages. 

During the summer and fall of 1915 various members of th& 
Bureau of Education compiled statistics and gathered documentary 
material bearing on the questions under consideration. A ques- 

1 See note on p. 7. 

211 



22 EDUCATIONAL SURVEY OE THE STATE OF WASHINGTON. 

tionnaire was issued to all the public school teachers in the State, 
asking information concerning certain other matters of importance 
in estimating the quality of the State's teaching stafT. The recording 
officers of both the State university and the State college were re- 
quested to prepare summaries showing the enrollment in various 
courses, the teaching hours of the faculties, and the geographical 
distribution of the students in the different departments, together 
with certain other statistical material. 

In February, 1916, the Commissioner of Education, with the 
approval of the commission and of the heads of the State higher 
institutions, appointed the following committee to have charge of 
the survey on the ground : 

Samuel P. Capen, specialist in higher education, United States 
Bureau of Education, chairman. 

Harold W. Foght, specialist in rural school practice, United States 
Bureau of Education. 

Alexander Inglis, assistant professor of education, Harvard Uni- 
versity. 

The committee began its work in the State on the 4th of March. 
The task was apportioned among its members in accordance with 
what appeared to be the peculiar aptitude of each, gained through 
previous teaching or administrative experience. In view of the 
fact that the questions which had given rise to the survey related 
for the most part to the State university and the State college, and 
that the issues affecting these institutions were the most difficult of 
adjustment, the majority of the committee's membership was 
assigned to the study of these institutions. All members of the 
committee visited each of the five institutions and the office of the 
State superintendent of public instruction. Messrs. Capen and 
Inglis devoted the bulk of their attention, however, to the State 
college and State university, spending somewhat more than a week 
at each institution. Mr. Foght addressed himself chiefly to the 
problems of the three normal schools and to the collection of material 
bearing on the administration of the public school system. 

At each institution the committee held conferences with the 
presidents, deans, financial and recording officers, and heads of 
departments. It examined the buildings and equipment and 
reviewed the records of financial and educational operations. 

On the 1st of April the Commissioner of Education and the mem- 
bers of the committee met with the survey commission in Seattle, 
outlined the scope of the report which the committee proposed to 
make, and exhibited some of the evidence which it intended to use in 
support of its recommendations. The presidents of several of the 
State higher institutions were also in attendance. The plans of the 
committee were approved by the survey commission. 



INTRODUCTION. 23 

The period between the 1st and the 14th of April was devoted to 
the preparation of the committee's report, each of the members and 
the Commissioner of Education contributing one or more chapters. 
All recommendations were passed upon by the Commissioner of 
Education and the committee acting in conference. Nearly all were 
unanimously indorsed. 

On the 14th of April the committee met the heads of the five State 
institutions in Seattle and submitted to them the first draft of the 
report. The purpose of the conference was to make certain that all 
statements of fact were, as far as possible, correct, and that no 
phraseology which might be susceptible of misinterpretation was 
used. The chairman of the committee continued the conference 
with the presidents of the State university and the State college in 
Spokane on the 16th of April, and with the presidents of the normal 
schools on the 19th of April. As the result of these conferences a 
few minor verbal changes were made in the report. No recommenda- 
tion was substantially modified. 

On the 15th, 17th, and 18th of April the chairman of the committee 
met with the commission in Spokane and presented the report. 

In the preparation of the statements and recommendations con- 
tained in the following pages the committee has held certain considera- 
tions constantly in view. In its opinion these may be appropriately 
summarized by way of introduction. 

In the first place, it has taken full account of the legal status of the 
institutions. The committee has examined, with especial care, the 
various legislative enactments specifying the functions of the State 
university and the State college, and has convinced itself that neither 
institution has exceeded the limits prescribed for it or allowed it by 
the legislature of the State. 1 Wherever either has offered courses 
already given by the other, there has been sanction for such duplica- 
tion in the laws and statutes under which the institutions operate. 

Secondly, the committee has been actuated by the conviction that 
above mere legal justification lie the interests of the State. The 
determination of the way in which its institutions may serve the State 
most efficiently is the primary purpose of the investigation in which the 
committee has been called to assist. The framers of the several acts 
establishing and prescribing the spheres of the college, the university, 
and the normal schools sought to provide for the social needs of their 
time as these needs were then interpreted. The committee has en- 
deavored to study present needs and those of the immediate future 
which the higher institutions must meet. Several factors have been 
kept always in mind. Although these are familiar to most citizens, the 
committee ventures to enumerate them here. They are: (1) The vast 

i For a detailed account of these prescriptions, see ch. 6, p. 82 et seq. 



24 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

natural resources of the State, the development of which will demand 
unusually large numbers of persons scientifically trained in agricul- 
ture and engineering, and will depend upon the continued progress of 
scientific knowledge in these fields; (2) the great size of the State: 
(3) the separation of its population by a barrier of mountains and 
arid territory into two relatively compact groups and the conse- 
quent development of strong sectional consciousness ; (4) the germina- 
tion of what promises to be a phenomenally varied and dynamic 
industrial and commercial activity in one of these groups; (5) the 
demonstrable need of a larger number of well-trained elementary 
teachers, especially for the schools of the open country 

In the light of these facts, and guided by its conviction that the 
service of the State is the touchstone by which every educational 
policy must be tested, the committee offers a number of recommenda- 
tions which contemplate the clearer definition of the spheres of the 
State institutions and the partial redistribution of their functions. 
It is persuaded that these recommendations will, if adopted, be the 
means of saving some future expense. But, more especially, the 
committee believes that these recommendations will effect a unity 
both of organization and of purpose in the State system of higher 
education that has not characterized the system thus far. 

In delivering its findings to the survey commission, which has 
authorized its investigation, the committee would like to record its 
grateful appreciation of the consideration with which it has every- 
where been received. The officers of the institutions examined have 
answered inquiries with the greatest frankness and have shown a 
constant desire to help the committee arrive at the truth. The regis- 
trars, bursars, and other executives have been indefatigable in the 
preparation of the information called for. Indeed, without their ready 
and efficient cooperation the preparation of this report in the time 
allotted would have been impossible. The commission itself has 
placed every possible facility at the committee's disposal, has allowed 
it to conduct the investigation without interference or suggestion,. 
and has accorded its members every courtesy. 



SECTION L— RELATIONS OF THE STATE UNIVERSITY AND THE STATE 

COLLEGE TO THE STATE SYSTEM OF PUBLIC EDUCATION 

AND TO EACH OTHER. 



Chapter I. 

GENERAL CONSIDERATION OF HIGHER EDUCATION IN WASHINGTON, 
WITH INCIDENTAL TREATMENT OF SECONDARY EDUCATION. 

All institutions, whether publicly or privately controlled, which 
undertake the education of the children of a State and to which the 
children are admitted without distinction of class or creed must be 
reckoned among the State's educational resources. The attempt is 
made in this introductory chapter to give a brief account, chiefly 
statistical, of Washington's agencies, for secondary and higher educa- 
tion, both public and private, and to show in a general way what the 
contribution of each group has been. In this review special atten- 
tion is naturally accorded to the State-supported higher institutions, 
because it is with these that the report is mainly concerned. The 
committee is of the opinion, however, that these institutions can not 
be fairly judged unless seen in their full educational setting. In par- 
ticular must they be viewed against the background of the secondary 
schools. The State-supported higher institutions of Washington are 
part of the system of public education. Their connection with both 
the public and the private secondary schools of the State is close and 
definite. The character of the courses which they offer to entering 
students is conditioned by the work of the secondary schools. All 
but a small percentage of their students are drawn from these schools. 
Indeed, the number of students entering the State higher institutions 
is determined, for the most part within limits that can be foreseen, 
by the number enrolled in the various types of secondary schools. 
In other words, State higher education in Washington, as in many 
other States, rests almost entirely upon facilities for secondary edu- 
cation provided within the State. Fundamental, therefore, to any 
consideration of higher education is the knowledge of certain im- 
portant facts concerning the secondary schools of the State. 

SECONDARY EDUCATION IN WASHINGTON. 

The population of Washington was 357,232 in 1890; 518,103 in 
1900; 1,141,990 in 1910; and 1,407,865 (estimated) in 1914. 1 

1 Tl^e year 1914 is used here instead of 1915 because it is possible to get more complete educational statistics 
for the former year. 

25 ' 



26 



EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 



In the period between 1905 and 1910 it increased 91 per cent, and 
in the period between 1910 and 1914 it increased 23 per cent, a truly 
phenomenal growth for nine years. Within this interval of nine 
years, however, the school population did not increase so rapidly. 
Between 1905 and 1910 the school population increased 70J per cent, 
and between 1910 and 1914, 23 per cent. 

For the past 19 years the enrollment in public and private secondary 
schools of the State has increased quite out of proportion to the rate 
of growth of the school population, and at a rate which far outstrips 



Popu/sf/'on 
of 
Sfare 



2,5OO,000 



2,000,000 



/, 500,000 



1,000,000 



S 00,000 



£1 









Secondary 

School 
Enrollment 

30,000 



25,000 



20,0 OO 



/5000 



/0,OO0 



5,000 



I690 /89S /9/S /90S /9/0 t9l4 

Diagram 1. — Growth in population and in secondary-school enrollment. 

even the rapid rate of increase in the population itself. Indeed, the 
relative growth in secondary-school enrollment in Washington sur- 
passes that recorded in any other one of 15 States recently studied 
by the Bureau of Education, all of which were known to have made 
particularly rapid progress in the development of facilities for sec- 
ondary education. Between 1895 and 1900 secondary-school enroll- 
ment in Washington increased 65 per cent; between 1900 and 1905, 
119 per cent; between 1905 and 1910, 112 per cent: and between 
1910 and 1914, 36 per cent. Stated in actual figures, the increase is 
no less astonishing. There were 2.564 pupils in secondary schools 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 



27 



in 1895; 3,989 in 1900; 8,732 in 1905; 19,522 in 1910; and 26,036 
in 1914. 1 

Appended are a table, diagram, and map, illustrating the facts just 
presented. Table 1 shows the percentage of change in population, 




school population, and secondary-school enrollment in 15 States from 
1895 to 1914. Diagram 1 shows the curve of secondary-school enroll- 
ment from 1895 to 1914 applied to the curve of population. 

1 Figures reported by the U. S. Commissioner of Education. 



28 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

In spite of the extremely rapid growth in secondary-school enroll- 
ment, Washington did not show in 1913-14, the last year recorded 
in the published statistics of the Bureau of Education, as large a per- 
centage of the whole number of pupils in secondary schools as Cali- 
fornia, the District of Columbia, or Massachusetts. In California 
11.7 per cent, in the District of Columbia 11.18 per cent, and in 
Massachusetts 10.88 per cent of the whole number of pupils were 
enrolled in secondary schools; in Washington, 10.45 per cent. More- 
over, 12 other States reported in the same year a larger percentage of 
the total population enrolled in the secondary schools. 1 Remarka- 
ble as has been the numerical growth of secondary education in 
Washington therefore, the State has not yet attained preeminence 
even in point of numbers. 



Table 1. — Gain and loss in population, school 'population, and secondary enrollment, 

1895 to 1914. 

[Italic figures show percentage of loss.] 



Years. 


Popula- 
tion. 


School 
popu- 
lation. 


Sec- 
ondary 
enroll- 
ment. 


Popula- 
tion. 


School 
popu- 
lation. 


Sec- 
ondary 
enroll- 
ment. 


Popula- 
tion. 


School 
popu- 
.ation. 


Sec- 
ondary 
enroll- 
ment. 




IOWA. 


GEORGIA. 


NORTH CAROLINA. 


1895 


2, 064, 000 
2,231,853 

8.13 
2,391,633 

7.16 
2,224,771 

6.97 
2, 221, 755 

0.13 


622, 600 
662,520 

6.41 
681,376 

2.84 
634,000 

6.94 
583, 655 

7.94 


26, 413 
35,575 

34.68 
39,529 

11.11 
46,262 

17.00 
51,929 

12.25 


1,954,000 

2, 216, 331 

13.42 

2,405,821 

8.55 
2,609,121 

8.45 
2,776,513 

6.41 


693, 700 
786,920 

13.44 
802,582 

1. 99 
830, 180 

3.36 
886, 818 

6.82 


12, 201 
11,250 
7.79 
12,297 
9.31 
16,625 
35.22 
21,501 
29.34 


1,719,000 

1,893,810 

10.17 

2,031,740 

7.28 
2,206,287 

8.59 
2,339,452 

6.03 


607,740 

669,530 

10.17 

675,960 

0.96 

690, 050 

2.08 

761,900 

10.41 


8,543 


1900 


9,570 


Per cent 


12.02 


1905 


10,108 


Per cent 


5.62 


1910 


15,617 


Per cent 


54.55 


1914 


21, 193 


Percent 


35. 72 








TENNESSEE. 


ILLINOIS. 


MINNESOTA. 


1895 


1,857,000 
2,020,616 

8.81 
2, 147, 166 

6.26 
2, 184, 789 

1.75 
2,254,754 

3.20 


624,500 

691,570 

10.74 

686, 878 

0.68 
697, 132 

1.49 
677, 102 

2.87 


14,472 

15,697 

8.47 

13, 248 

15.61 
20,083 

51.59 
24,525 

22.12 


4,387,000 
4,821,550 

9.90 

5, 319, 150 

10.32 

5,638,591 

6.01 
5,986,781 

6.17 


1,240,000 
1,362.700 

9.89 
1,455,851 

6.83 
1,409,648 

3.17 
1,473,347 

4.52 


36,460 
47,82* 

31.16 
57,278 

19.77 
75.979 

32.65 
89,329 

17.57! 


1,626,000 
1,751,394 

7.71 

1,971,949 

12.59 

2,075,708 

5.26 
2,213,919 

6.66 


470.500 
506,770 

7.71 

579,359 

14.32 

610,258 

5.33 
599,529 

L78 


11,679 


1900 


15,635 


Ter cent 


33.87 


1905 


22,099 


Per cent 


41.34 


1910 


32,042 


Per cent 


45.00 


1914 


42,356 


Per ceat 


32.19 








MICHIGAN. 




WASHINGTON. 


CALIFORNIA. 


1895 


1 

2,241,641 618,500 
2,384,000; 661,940 

6. 35j 7. 35 
2,257,275! 691,743 

7.27 4.50 
2,810,173 758,747 

9.89 9.69 
2,976,030 732,103 

5. 90 S. 51 


24,354 
30.991 

27.26 
35,969 

16.06 
43,200 

20.10 
54.322 

25.45 
1 


474,900 

518, 103 

9.09 

598,538 

15.53 

1,141,990 

90.80 

1,407,865 

23.28 


107,800 

108,660 

0.80 

151,370 

39.33 
258.088 

70.50 
308,463 

19.52 


2,980 
4,924 
65.06 
9, 719 
97.38 
20,574 
111. 70 
27,980 
36.00 


1,390,000 

1,485,053 

6.84 

1, 620, 883 

9.15 

2,377,549 

46.69 

2,757,895 

16.00 


329,700 
352, 270 

6.85 
370. 048 

5.05 

540, 081 

45.94 

536, 135 

0.73 


12, 976 


1900 


17.173 


Per cent 


32.35 


1905 


28, 464 


Per cent 


65.75 


1910 


41,558 


Per cent 


46.00 


1914 


61.268 


Per cent 


47.43 















1 In this connection it should be noted that the per cent of children of school age in the total population 
of Washington is unusually small. 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION, 



29 



Table 1. — Gain and loss in population, school population, and secondary enrollment, 

1895 to 1 91 A— Continued. 



Years. 



1900 

Per cent. 
1905 

Per cent. 
1910 

Per cent. 
1914 

Per cent . 



1S95 

1900 

Per cent. 
1905 

Per cent . 
1910 

Percent. 
1914 

Per cent . 



Popula- 
tion. 



^"IJonda'ry 



264,900 


85,960 


276, 749 


81,8101 


4.47 


4.4SJ 


309, 734 


100,911 


11.92 


12. 36 


373,351 


121, 712; 


20.54 


20. 62j 


414,518 


120,376 


11.03 


1.10, 



3,788,000 
4,157,545 

9.76 
4, 400, 155 

5.84 
4, 767, 121 

8 34 
5,026,898 

5.45 



1,074,700 
1,179,600 

9.76 
1,163,841 

1.34 
1,075,686 

7.5S 

1,188,359 

10. 48 



3,300 
4,400 
33.33 
5,824 
32.36 
8,146 
39 
10,969 
34.65 



42, 182 
56,290 

33.47 
65,781 

16. 86 

70, 889 

6.61 

82, 267 

16.05 



Popu- 
lation. 



School 
popu- 
lation. 



Sec- 
ondary 
enroll- 
ment. 



MASSACHUSETTS. 



2, 474, 000i 565,600 
2,805,346i 641,500' 

13. 39| 13. 42 
3,088,546: 686,275: 

10. 16| 6. 98 
3,366,416; 727,344 



99 

3,605,522 
7.10 



5. 

804, 752 
10. 64 



33.689 
42,691 

26.72 
53, 308 

24.87 
63,072 

18.32 
81,389 

24.14 



CONNECTICUT. 



799,500 


188, 160 


908, 355 


213, 800 


13.27 


13.63 


989,500 


226,892 


8.93 


6.12 


1, 114, 756 


255,279! 


12.66 


12.51 


1,202,688 


275,897 


7.89 


8.07 



10,931 

26.22 
12,536 

14.69 
16,526 

31. 81 
22,874 

38.43 



Popu- 
lation. 



School 
popu- 
lation. 



ondary 
enroll, 
ment. 



NEW YORK. 



6,390,0001,570,000 

786,000 

13.76 

890, 100 

5.83 

067,017 

9.36 

251, 206 

8.91 



7,268,012 

13.72 

7,901,754 

8.72 

9,113,614 

15.34 

9, 899, 761 

8.63 



50, 889 

82,6o7 

62.43 

100,613 

21.72 

131, 165 

30.37 

162,902 

24.20 



PENNSYLVANIA. 



5,S26,000 
6,302,115 

8.17 
6,824,115 

8.28 
7,665,111 
10.97 



1, 626, 000 

1,759,300 

8.20 

1,810,438 

2.91 

1,891,608 

4.48 

8,245,967i2,054.894 

7.56! 8.63 



35,117 
46,837 

33.39 
60.049 

28.20 
78,808 

31.24 
104, 870 

33.84 



It should be observed that secondary education in Washington 
is thus far principally public education. Private secondary schools 
are not numerous and enroll considerably less than 10 per cent of 
all pupils. In the foregoing summaries private secondary schools 
are included; nevertheless, the Washington system may be regarded 
as predominantly a public system. 

The incompleteness of the development of Washington's public 
secondary-school facilities is still further manifest when its secondary 
institutions are considered from another angle. In the last scholastic 
year, 1914-15, there were 511 public high schools, enrolling a total 
of 32,24:4:} For the purpose of this stud}~ they may be classified 
as follows : 

Four-year accredited high schools. . 153 

High schools accredited for less than four years 30 

Unaccredited high schools 328 

Somewhat more than 27,000 pupils are enrolled in the four-year 
accredited schools, approximately 85 per cent of the total number 
of high-school pupils. 

It appears, then, that the standards and equipment of more than 
two-thirds of the high schools of Washington do not yet justify their 

1 Taken from the report of the State superintendent of public instruction. The enrollment figures of 
the superintendent are, for all the years cited in the foregoing summaries, somewhat larger than the figures 
appearing in the report of the Commissioner of Education. For the sake of comparisons that may be made 
with other States, however, the figures reported by the United States Commissioner of Education have 
generally been used in this report. ' 



30 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

approval by the State board of education. It is a fair deduction 
from this fact that more than two-thirds of the communities main- 
taining high schools are served by schools which are, up to the 
present, high schools in little more than name. Later in the report 
this phase of Washington's educational system will be discussed at 
greater length. At this point it is sufficient to indicate that the 
State may look forward with reasonable certainty to the con- 
tinuance of the rapid development of its high-school facilities and 
to large increases in high-school enrollments. The character of its 
population and the generous support that they have always accorded 
to the public schools furnish ample grounds for the belief that the 
State will be satisfied with nothing less than a system of secondary 
schools which puts the opportunity for a complete high-school 
education within the reach of every boy and girl of appropriate age. 
The statistics just cited imply that this condition does not yet 
obtain. 1 

HIGHER EDUCATION IN WASHINGTON. 

The Bureau of Education lists six institutions of collegiate rank in 
Washington. 2 These are the College of Puget Sound, Gonzaga 
University, the State College of Washington, the University of 
Washington, Whitworth College, and Whitman College. By acts 
of the legislature the State normal schools at Bellingham, Cheney, 
and Ellensburg are designated as parts of the State's system of 
higher education and are classed with the State college and State 
university. Although normal schools are not generally included 
in the bureau's list of collegiate institutions, and although the Wash- 
ington normal schools do not in one respect meet the definition just 
cited, they will in this discussion be added to the institutions men- 
tioned above. The accompanying map shows the location of all 
these institutions, the population of the several counties according 
to the census figures of 1910, and the locations of some of the largest 
cities. It is interesting to note that each of the three principal 
cities has one or more colleges located within its limits and that 
the grouping of higher institutions (normal schools being included) 
follows much more closely than is the case in most States the centers 
of gravity in population. Five are situated on the east side, one in 
the center, and three on the west side of the State. One normal school 
is conveniently placed in each of the three chief geographical divisions. 

Various lines of higher liberal, specialized, and professional train- 
ing are offered by these nine institutions. The extent to which they 

1 The map on p. 27 shows the distribution of the high-school enrollment, by counties. 

» To be included iD the bureau's collegiate list an institution must be authorized to give degrees, must 
have definite standards of admission, must give at least two years' work of standard college grade, and must 
have at least 20 students in regular college status. 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 



31 




32 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

provide similar or identical courses leading to the several higher 
degrees and certificates is indicated by the following summary: 

Colleges of arts and sciences (liberal arts) 6 (2 State institutions.) 

Colleges of law 2 (1 State.) 

Colleges of veterinary medicine 1 (State.) 

Colleges or departments of pharmacy 2 (State.) 

Schools or departments of civil engineering 3 (2 State.) 

Schools or departments of chemical engineering 2 (State.) 

Schools or departments of electrical engineering 3 (2 State.) 

Schools or departments of mechanical engineering 3 (2 State.) 

Schools or departments of mining engineering 3 (2 State.) 

Colleges of agriculture 1 (State.) 

Colleges or departments of forestry 2 (State.) 

Departments of architecture 2 (State.) 

Departments of journalism 1 (State.) 

Departments of music (degree courses) 3 (2 State.) 

Schools or departments of home economics 4 (2 State.) 

Schools of education or courses in education preparing for 

State certificates 7 (5 State.) 

Summer schools 6 (5 State.) 

Four of the collegiate institutions, one of them a State institution, 
maintain subcollegiate departments. All three normal schools 
are under the law required to offer courses for tenth-grade students. 

Several significant facts appear at once from this summary. First, 
more institutions, public and private, are engaged in the training of 
teachers than in any other branch of higher education. Second, 
aside from liberal arts and teacher training, the only fields of higher 
education entered by private institutions are law, engineering, 
music, and home economics; and but one private institution offers 
degree courses in each of the first three of these subjects. Third, 
the important fields of veterinary medicine, pharmacy, agriculture, 
forestry, architecture, and journalism are cultivated by State insti- 
tutions alone. Fourth, the two State institutions of collegiate rank 
give professional courses in pharmacy, all branches of engineering, 
forestry, architecture, music, and home economics. In other words, 
there is duplication of specialized training at State expense in nine 
different professional lines. The wisdom of this duplication will be 
discussed later. 

The increase in the enrollment in Washington higher institutions 
has been no less amazing than the growth of secondary schools. The 
following table shows the numbers in State and private colleges and 
in normal schools at five-year periods from 1895 to 1914. The 
diagrams appended, 2, 3, and 4, illustrate various aspects of these 
increases and indicate the relation between the higher institutional 
enrollments and the growth in population. 



ts 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 
Table 2. — Students in higher educational institutions. 



33 



Years. 


Collegiate students. 


Normal. 


Grand 


State. 


Private. 


Total. 


total. 


1894-95 


233 

500 

1,001 

2,438 

3,070 


228 
200 
399 
472 
562 


461 

700 

1,400 

2,910 

3,632 


225 

330 

1,112 

1,286 


686 


1899-1900 


1,030 
2,512 
4,196 
5,201 


1904-5 


1909-10 


1913-14 





Popuhf/ort 

oA 



2,500,000 



ZpOQOOO 



ASOQOOC 



/jOOQOOO 

SO 0,000 

O. 



/> 



M 



/ 



4 



\\}V 




Enrolment 

. if* 
Higher 

Instutitions 



.5,000 
.4,000 
.3,000 
.2,000 
J,000 



ft 
/890 /&9S /SOO J905 /9/0 *9/4 

Diagram 2. — Growth in population and in enrollment in higher institutions. 

It is, however, when the enrollment in the higher institutions is 
compared with that in secondary schools that the most surprising 
developments are observed. It appears, then, that between 1900 and 
1905, the period of most rapid growth in secondary education, both 
the State and private colleges increased approximately 100 per cent, 
that the normal schools increased almost 350 per cent, and that the 
higher institutions taken together increased almost 150 per cent. 
46564°— 16 3 



34 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

In the following lustrum, while the per cent of increase for all higher 
education taken together is less (67 per cent), State institutions 
increased about 140 per cent. Between 1910 and 1914 the per cent 
of increase both for State institutions and for private institutions, 
although not so great as in the two preceding five-year periods, is stilL 
large. The great growth in secondary and higher institutions, it will 
be observed, has been simultaneous, and higher institutions have 



Popujtaty'or? 

of 
Stefe 



2,500,000 



2,000,000 



/,SOQOOO 



1,000000 



500,000 



Enrollment 
in 
Colleges 



5,000 




4,000 



3,000 



Z,000 



/jOOO 



/890 /895 /900 /90S /9/0 J9/4- 

Diagram 3.— Enrollment in growth in population and in State and private colleges. 

increased at an even more rapid rate than secondary schools. This 
development is entirely unexpected and quite unlike the usual course 
of evolution of a State educational system. As a rule the expansion 
of collegiate enrollments follows a few years behind the growth of sec- 
ondary-school enrollment. 

Comparing Washington with other States, it appears that in spite 
of this swift and sudden growth Washington does not rank high in the 
percentage of students enrolled in higher institutions. In 1913, 15 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 



35 



other States showed a larger per cent of the whole number of pupils 
in higher institutions, and 20 other States recorded a larger per cent 
of the total population receiving higher education-. 1 

The summary on page 33 and diagram 3 reveal one other fact of 
far-reaching importance, namely, the higher education in Washing- 
ton is thus far preponderatingly State education. This fact is really 
fundamental to whatever recommendations the survey commission 



Enrollment 

/n 
Secondary 
Schools ' 



25,000 



20,000 



/5,0OO 



/ 0,000 



5,000 




Enrollment 

/n 
Higher 
Tnstit 



5,000 



4.000 



3,000 



2,000 



/.OOO 



1890 /89S /900 /905 /9/0 /9/4- 

Diagram~4.— Relative increases in enrollments in secondary and higher institutions. 



may see fit to^make and to the treatment the legislature may 
decide to accord to the State-supported higher institutions. More than 
80 per cent of all the students enrolled in higher institutions are in 
State institutions. The working income of private institutions 
(exclusive of additions to endowment) is but 12 per cent of the total 
sum spent for higher education in Washington. The rate of growth 
of private institutions has thus far been relatively sluggish. 

i But, as has been noted, the percentage of persons of school age is low in Washington. 



36 



EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 



An interesting forecast of what the State may expect in the way of 
numerical increase of both secondary and higher education is found by 
continuing upward to 1925 the curves shown in diagrams 5 and 6. 
While precisely these conditions may not obtain, it is a safe assump- 
tion that these projected curves represent approximately what the 



3,500,000 




I90S /9/C /9/S /920 /92S 

Diagram 5. — Projected curves of population and secondary school enrollment. 

State may look forward to. Unless the committee has been misin- 
formed, all previous estimates made by school officers of the increases 
to be anticipated within a given biennium have been too low. In any 
event the State must contemplate very large additions to its expendi- 
tures for both secondary and higher education if it desires to maintain 
its position among the educationally progressive States of the Union. 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 37 



f 0,000 



2SOQO00 



2,000,000 



/,SOO,OOG 



/, 000,000 
Popoufaf/os7 



Of 




SOO,OOi 



/905 /9/0 /9/S /2>20 /92S 

Diagram 6.— Population of State and enrollment in higher institutions. 



38 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

RELATIONS OF HIGHER INSTITUTIONS TO SECONDARY SCHOOLS. 

Iii this outline of the State's provision for higher education the rela- 
tions between the higher institutions and secondary schools properly 
demand brief mention. Admission to the degree courses of the State 
university and State college is based on graduation from an accredited 
high school or equivalent preparation, except in the case of the schools 
of pharmacy, veterinary science, and music at the State college. The 
entrance requirement for these schools is but two years of high-school 
work. 1 The normal schools under the law are required to admit grad- 
uates of the eighth grade, if of sufficient maturity. As a matter of prac- 
tice, however, the lowest regularly established courses in the normal 
schools presuppose the completion of the tenth grade, and the great 
majority of applicants for admission to the normal schools are high- 
school graduates. Of the privately supported colleges all but one main- 
tain preparatory departments. The principal object of each of these 
departments is to fit students for the college to which it is attached. 
As far as the relation of the college departments of these institutions 
to the public secondary schools is concerned, the tendency of all but 
one appears to be to follow the standard set up for the degree courses 
of the State institutions and to demand for entrance the completion 
of the course in an accredited high school or its equivalent. While 
there is substantial parity between the higher institutions, except the 
normal schools, 2 with respect to the amount to be required for en- 
trance, there is wide variation in the subjects actually demanded of 
entering students. It may possibly be wise institutional policy for 
colleges maintaining technical curricula or dedicated to the attainment 
of individual and peculiar educational purposes through the medium 
of courses in liberal arts to impose special entrance requirements dif- 
ferent from those of neighboring institutions, which are fed by the 
same secondary schools; but the committee is unable to see the 
justification for essential variation in the requirements laid down by 
two State institutions for admission to identical courses. 

From facts brought out in the foregoing pages certain generalizations 
can safely be made. Both systems, the secondary and the higher, 
have grown so fast that it has thus far been impossible to render 
either thoroughly substantial. The majority of schools in the sec- 
ondary system are still small and undeveloped, but, as already noted, 
85 per cent of the students are enrolled in accredited schools. The 
growth of the higher institutions, especially the university and two 
of the normal schools, could hardly have been foreseen and must 
have proved a veritable embarrassment to any institution, however 
soundly established. In the chapter of accidents which have deter- 

1 This is the usual requirement in similar schools elsewhere. 

2 See the proposals of the committee regarding changes in entrance requirements for the normal schools 
made on p. 174 et seq. These changes have the indorsement of the schools. 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 39 

mined the location of higher institutions in the United States, 
Washington has fared much better than its neighbors. Nearly all 
of its higher schools have undisputed spheres of influence, which bear 
somewhat logical relations to geographical conditions and the dis- 
tribution of population. The State's higher institutions of collegiate 
rank, however, duplicate to an extent scarcely paralleled in the United 
States technical and professional courses and courses in the liberal 
arts. Academic standards as evidenced by entrance requirements 
are similar for both public and private institutions, except the normal 
schools. Yet the special requirements of individual institutions pre- 
sent unnecessary variations, tending to defeat the unity of purpose 
in State higher education. Private institutions of both higher and 
secondary grade are in a small minority. Both higher and secondary 
education are, to an extent found only in a few States, publicly sup- 
ported and controlled. 

Too much emphasis can hardly be laid upon this last-mentioned 
fact, and upon its bearing on the substance of this report. Whatever 
the future may bring forth, Washington must recognize that for the 
present, and, probably, indeed for a long time to come, the higher 
education of its citizens is to be accomplished mainly through the 
agency of State institutions. The responsibility rests upon the State 
to provide opportunities for higher education equal to the demand, 
commensurate with the provision for other forms of education and 
with the outlay for higher education in other States, consonant with 
the progressive spirit and high ideals of the people. A well-supported, 
well-coordinated State university system is called for. 1 Has the State 
such a system to-day? Certain of the broader phases of this ques- 
tion are discussed in the following chapters. 



Chapter II. 



SUPPORT OF HIGHER EDUCATION IN WASHINGTON AND IN OTHER 

STATES. 

The figures presented in the accompanying tables and diagrams 
furnish a striking revelation of the extent to which Washington is 
supporting its higher institutions in comparison with other States. 
Expenditures for both private and public higher institutions are 
included. In many of the older States higher education has been 
left largely to private initiative, and is endowed and supported for 
the most part by private benefactions. Nevertheless, the institu- 
tions on private foundations are as truly public agencies for higher 
training as are State-supported institutions. The existence of them 

1 For a fuller discussion of the term ''University system" see Chs. VII and VIII. 



40 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

relieves the State of the necessity of providing similar facilities at 
public expense. Moreover, the fact should not be overlooked that 
to a large degree the citizens of the State pay for private as well as 
public institutions. The fees and other charges imposed upon 
students are met by the students themselves or by their parents, 
and such collections constitute a considerable portion of the re- 
sources of most private institutions. Even the benefactions upon 
which privately supported institutions also rely are likely to come 
from the citizens of the State. The taxation for the support of 
private higher institutions may be indirect and so distributed in time 
as to escape recognition. Yet, it is in a very real sense a fiscal burden 
which the citizens of the State must bear. On the other hand, 
States which have few private institutions must, of necessity, meet 
the demands of their people by the provision of public institutions. 
Allowing for variations produced by certain peculiar State condi- 
tions, 1 the following tables make possible a fairly reliable comparison 
of the generosity of the States in the matter of the support of higher 
education. 

Table 3 shows the total wealth of the States in 1912, the last year 
for which it was possible to secure an estimate, the amount spent for 
higher education in the following academic year, and the amount 
spent for higher education for each $1,000 of wealth. Table 4 shows 
the rank of the States with respect to the expenditure recorded in 
column 3 of Table 3. Table 5 shows the population of each State, 
the receipts of higher educational institutions (excluding normal 
schools), 2 and the apportionment per capita among the citizens of 
the States of the receipts of higher institutions. 3 Table 6 shows the 
rank of the States with respect to per capita apportionment of re- 
ceipts of higher education. Tables 7 and 8 show the per capita appor- 
tionment of the receipts of higher education with the inclusion of the 
expense"of normal schools. 

Attention is here especially called to the fact that Washington 
ranks twenty-fourth in Table 4 on the basis of the amount spent on 
higher education for each $1,000 of wealth. It ranks twenty-third 
in Table 6 on the basis of apportionment per capita of the receipts 
of higher institutions of collegiate grade. It ranks fifteenth in 
Table 8 on the basis of the apportionment per capita of the receipts 
of higher education, including normal schools. These figures should 

1 For example, the high rank of Delaware in Tables 4, 6, and 8 is due to the fact that the State in the 
year under consideration made large appropriations for the sound establishment of the State college. The 
high rank of Massachusetts in the same tables is not altogether significant, because Massachusetts contains 
many long-established wealthy institutions and in turn educates a large proportion of the young people 
of the whole Northeast. 

2 In the summaries prepared by the United States Commissioner of Education, from which the material 
for these tables has largely been drawn, normal schools are not included with higher institutions. 

3 The figures on the map on p. 57 show the apportionment for 1913. 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 41 

allay the apprehension of those citizens who have believed that 
Washington is unduly extravagant in its support of higher education. 
In nearly all States which maintain large State institutions the 
State expenditure for higher education has increased rapidly in the 
last 25 years. Legislatures have frequently felt some reluctance to 
make the ever-increasing appropriations requested by institutional 
authorities. Nevertheless, with surprising unanimity the State 
law-making bodies have in the end granted the larger part of these 
demands. Indeed, not only have State appropriations for higher 
education grown steadily from year to year, or from biennium to 
biennium, in nearly all the Western and middle Western States, but 
the proportion of the total State appropriations which is devoted to 
higher education has increased steadily also. The accompanying 
diagrams indicate for the States of Ohio, Indiana, Illinois, Iowa, 
Michigan, Wisconsin, Minnesota, Kansas, Montana, Texas, Oregon, 
and Washington the relation which State expenditures for higher 
education have borne to total State expenditures from 1890 to 
1914. x The significant aspect of these diagrams is the divergence 
between the curve for State expenditures and that for higher educa- 
tion. It will be observed that in most States the rate of increase 
in expenditure for State-supported higher education has been very 
much more rapid than the rate of increase in total State appropria- 
tions reported by the State treasurer. It will be noted also that 
the relative rate of increase in Washington has been much less than, 
for instance, in Illinois, Iowa, Kansas, Nebraska, or Wisconsin. 

1 The reader of this document should he cautioned not to draw from the figures or the percentages which 
form the basis of these diagrams any conclusions as to the ratio which the expenditures for higher educa- 
tion hear to the total outlay for public purposes within a given State. Variations between the States in 
methods of collecting and disbursing public funds ha e made impossible any comparison of the whore 
amounts spent for public purposes by two or more States, including all their administrative divisions. 
The only statements of State expenditures available were those contained in State treasurers' reports. 
These include widely varying lists of items, according as the disbursements for certain purposes are or are 
not made through the office of the ^tate treasurer. Nevertheless, in most cases the group of expenses 
handled through the State treasurer's office remains the same from year to year. 



42 



EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 



Table 3. — Amount expended for higher education for each $1,000 of wealth. 

[Based on the estimated true value of all taxable property, United States Census, 1912, and total receipts 
of universities, colleges, and normal schools as shown In the Report of the Commissioner of Education.] 



States. 



Total wealth 
in 1912. 



Spent for 

higher 

education, 

1913-14. 



Spent per 
$1,000. 



Alabama 

•Arizona 

Arkansas 

California 

Colorado 

Connecticut 

Delaware ... 

Florida 

Georgia 

Idaho 

Illinois 

Indiana 

Iowa 

Kansas 

Kentucky 

Louisiana 

Maine ; 

Maryland 

Massachusetts . . 

Michigan 

Minnesota 

Mississippi 

Missouri 

Montana 

Nebraska 

Nevada 

New Hampshire 

New Jersey 

New Mexico 

New York 

North Carolina . 
North Dakota . . 

Ohio 

Oklahoma 

Oregon 

Pennsylvania. . . 
Rhode Island... 
South Carolina . , 
South Dakota . . 
Tennessee ...... 

Texas 

Utah 

Vermont 

Virginia 

WASHINGTON.. 

Wisconsin 

Wyoming 

West Virginia . . 



82 



050,000,000 
487,000,000 
758,000,000 
023,000,000 
286,000,000 
154,000,000 
294,000,000 
015,000,000 
299,000,000 
591,000,000 
596,000,000 
951,000,000 
437,000,000 
394,000,000 
152,000,000 
057, 000, 000 
030, 000, 000 
002, 000, 000 
735,000,000 
169,000,000 
267,000,000 
306,000,000 
546,000,000 
113,000,000 
605,000,000 
441,000,000 
613,000,000 
362,000,000 
502,000,000 
913,000,000 
745, 000, 000 
038,000,000 
552,000,000 
321,000,000 
843,000,000 
137,000,000 
893,000,000 
301,000,000 
331,000,000 
834,000,000 
552, 000, 000 
735,000,000 
797,000,000 
175,000,000 
055, 000, 000 
282,000,000 
345,000,000 
180,000,000 



11,323,000 

601,000 

524,000 
5,458,000 
1,142,000 
2, 706, 000 
1,142,000 

449,000 
1,407,000 

417, 000 
9,774,000 
2,089,000 
3,815,000 
2,327,000 
1,077,000 
1,122,000 

948,000 
1,898,000 
8,445,000 
3,799,000 
4,140,000 
1,140,000 
2, 314, 000 

540, 000 
1,842,000 

208,000 
1,130,000 
2,066,000 

301,000 I 

16,139,000 ! 

1,644,000 I 

1,250,000 I 

4,817,000 

845,000 ! 
1,232,000 ! 
7,673,000 ' 

503,000 
1,569,000 

960,000 
1,461,000 
3,223,000 

515, 000 

482,000 
2,980,000 
1,954,000 
5,428,000 

193,000 

871,000 



SO. 65 

1.23 
.30 
.68 
.50 

1.25 

3.88 
.44 
.61 
.71 
.68 
.42 
.51 
.53 
.50 
.55 
.92 
.95 

1.47 
.73 
.79 
.87 
.42 
.48 
.51 
.47 

1.84 
.39 
.60 
.74 
.94 
.61 
.56 
.19 
.67 
.54 
.56 

1.21 
.72 
.80 
.49 
.70 
.60 

1.37 
.64 

1.27 
.56 
.39 



Table 4. — Amount expended for higher education for each $1,000 of ivealth in order of 

rank, by States, 1913-14. 

North Dakota SO. 61 

Georgia 61 

Vermont 60 

New Mexico 60 

Ohio 56 

Rhode Island 56 

Wyoming 56 

Louisiana 55 

Pennsylvania 54 

Kansas 53 

Iowa 51 

Nebraska 51 

Kentucky 50 

Colorado 50 

Texas 49 

Montana 48 

Nevada 47 

Florida 44 

Indiana 42 

Missouri 42 

West Virginia 39 

New Jersey 39 

Arkansas 30 

Oklahoma 19 



1. Delaware $3. 

2. New Hampshire 1. 

3. Massachusetts 1. 

4. Virginia 1. 

5. Wisconsin 1. 

6. Connecticut ." 1. 

7. Arizona 1. 

8. South Carolina 1. 

9. Maryland 

10. North Carolina 

11. Maine 

12. Mississippi 

13. Tennessee 

14. Minnesota 

15. New York 

16. Michigan 

17. South Dakota 

18. Idaho 

19. rtah 

20. California 

21. Illinois 

22. Oregon 

23. Alabama 

24. WASHINGTON 



ss 


25 


84 


26 


47 


27 


37 


28. 


27 


29. 


25 


30 


23 


31. 


21 


32. 


95 


33 


94 


34. 


92 


35. 


S7 


36. 


80 


37. 


79 


38. 


74 


39. 


73 


40. 


72 


41. 


71 


42. 


70 


43. 


68 


44. 


68 


45. 


67 


46. 


65 


47. 


64 


48. 



THE STATE INSTITUTION'S AND PUBLIC EDUCATION. 



43 



Table 5. — Per capita apportionment of receipts of higher educational institutions, 

1913-14. 



States. 


Population. 


Receipts. 


Per cap- 
ita. 


Alabama 


2,138,000 

204,000 
1,574,000 
2,378,000 

799,000 
1,115,000 

202, 000 

751,000 
2,609,000 

326,000 
5,639,000 
2,701,000 
2,225,000 
1,691,000 
2,290,000 
1,656,000 

742, 000 
1,295,000 
3,366,000 
2,810,000 
2,076,000 
1,797,000 
3,293,000 

376,000 

1,192,000 

82,000 

431,000 
2,537,000 

327, 000 
9,113,000 
2,206,000 

577,000 
4,767,000 
1,657,000 

673,000 
7,665,000 

543, 000 
1,515,000 

584, 000 
2,185,000 
3, 897, 000 

373,000 

356,000 
2,062,000 
1,142,000 
1,221,000 
2,334,000 

146,000 


$628,000 

267,000 

371,000 
4,402,000 
1,099,000 
2, 578, 000 
1,142,000 

449, 000 
1, 183, 000 

285,000 
8, 787, 000 
1,934,000 
3,789,000 
1,938,000 

845, 000 

908,000 

762,000 
1,843,000 
7,837,000 
3,121,000 
3,580,000 

973, 000 
1,755,000 

480,000 
1,528,000 

208, 000 

975,000 
1,709,000 

224, 000 

15, 568, 000 

1,332,000 

785, 000 
4,567,000 

622, 000 
1,185,000 
6,254,000 

423,000 
1,298,000 

680, 000 
1,216,000 
2, 740, 000 

515,000 

457,000 
2,017,000 
1,320,000 

526, 000 
3,825,000 

193, 000 


$0.29 


Arizona 


1.31 




.24 


California 


1.85 


Colorado • 


1.38 


Connecticut 


2.31 




5.65 


Florida 


.60 


Georgia 


.45 


Idaho 


.87 


Illinois 


1.56 


Indiana 


.72 


Iowa 


1.70 


Kansas 


1.15 


Kentucky 


.37 


Louisiana 


.55 


Maine 


1.03 


Maryland 


1.42 




2.33 


Michigan 


1.11 


Minnesota 


1.72 


Mississippi 


.54 




.53 


Montana 


1.28 


Nebraska 


1.28 


Nevada 


2.54 


New Hampshire 


2.25 


New Jersey 


.67 


New Mexico 


.69 


New York 


1.70 




.60 


North Dakota 


1.36 


Ohio 


.96 


Oklahoma 


.38 


Oregon 


1.76 


Pennsylvania 


.81 


Rhode Island 


.78 


South Carolina 


.86 


South Dakota 


1.16 


Tennessee 


.55 


Texas 


.70 


Utah 


1.38 


Vermont 


1.28 


Virginia 


.98 


WASHINGTON 


1.16 


West Virginia 


.43 


Wisconsin 


1.64 


Wyoming 


1.32 







Table 6. — Rank of States av to per capita receipts of higher educational institutions, 
excludina normal schooh, 1913-14. 



Delaware $5. 65 

Nevada 2. 53 

Massachusetts 2. 32 

Connecticut 2. 31 

New Hampshire 2. 25 

CaUfornia 1. 85 

Oregon 1. 76 

Minnesota 1 . 72 

New York 1 . 70 

Iowa 1 . 70 

Wisconsin 1. 64 

Illinois 1. 56 

Maryland 1. 42 

Colorado 1. 38 

Utah 1.38 

North Dakota 1.35 

Wyoming 1. 32 

Arizona 1. 31 

Vermont 1. 28 

Nebraska 1. 28 

Montana 1. 27 

South Dakota 1. 16 

WASHINGTON 1.16 

Kansas -. 1.14 



25. Michigan $1. 11 

26. Maine 1. 02 

27. Virginia 97 

28. Ohio 95 

29. Idaho 87 

30. South Carolina 85 

31. Pennsylvania 81 

32. Rhodelsland 77 

33. Indiana 72 

34. Texas 70 

35. New Mexico .'. .68 

36. New Jersev 67 

37. North Carolina 60 

38. Florida 60 

39. Tennessee 55 

40. Mississippi 54 

41. Louisiana 54 

42. Missouri 53 

43. Georgia 45 

44. West Virginia 43 

45. Oklahoma 37 

46. Kentucky 36 

47. Alabama 29 

48. Arkansas .24 



44 



EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 



Table 7.— Receipts of higher educational institution?, including normal schools, for the 

school year 1913-14. 



Universi- 
ties and 
colleges. 


Normal 
schools. 


Total. 


Per capita. 


$628,000 


$695,000 


$1,323,000 


$0.62 


267,000 


334,000 


601,000 


2.94 


371,000 


153,000 


524,000 


.33 


4,402,000 


'1,056,000 


5,458,000 


2.30 


1,099,000 


43,000 


1,142,000 


1.43 


2,578,000 


128,000 


2,706,000 


2.43 


1,142,000 





1,142,000 


5.65 


449,000 





449,000 


.60 


1,183,000 


224,000 


1,407,000 


.54 


285,000 


132,000 


417,000 


1.28 


8, 787, 000 


1,187,000 


9,974,000 


1.77 


1,934,000 


155, 000 


2,089,000 


.77 


3,789,000 


26,000 


3,815,000 


1.71 


1,938,000 


389,000 


2,327,000 


1.38 


845,000 


232.000 


1,077,000 


.47 


908,000 


214,000 


1,122,000 


.68 


762,000 


186, 000 


958,000 


1.28 


1,843,000 


55,000 


1,898,000 


1.46 


7,837,000 


608,000 


8,445,000 


2.51 


3,121,000 


678,000 


3, 799, 000 


1.35 


3,580,000 


560,000 


4,140,000 


1.99 


973,000 


167,000 


1,140,000 


.63 


1,755,000 


559, 000 


2,314,000 


.70 


480,000 


60,000 


540,000 


1.44 


1,528,000 


314,000 


1,842,000 


1.54 


208,000 





208,000 


2.53 


975, 000 


155,000 


1,130,000 


2.62 


1,709,000 


357, 000 


2,066,000 


.81 


224, 000 


77,000 


301,000 


.92 


15,568,000 


571,000 


16,139,000 


1.77 


1,332,000 


312, 000 


1,644,000 


.75 


785,000 


465,000 


1,250,000 


2.17 


4,567,000 


250,000 


4,817,000 


1.01 


622,000 


223,000 


845,000 


.51 


1,185,000 


47, 000 


1,232,000 


1.83 


6,254,000 


1,419,000 


7,673,000 


1.00 


423,000 


80,000 


503,000 


.93 


1, 298, 000 


271,000 


1,569,000 


1.04 


680,000 


280,000 


960,000 


1.64 


1,216,000 


245,000 


1,461,000 


.67 


2,740,000 


483,000 


3,223,000 


.83 


515,000 





515,000 


1.38 


457,000 


25, 000 


482,000 


1.35 


2,017,000 


963,000 


2,980,000 


1.45 


1,320,000 


634,000 


1,954,000 


1.71 


526,000 


345,000 


871,000 


.71 


3,825,000 


1,603,000 


5, 428, 000 


2.33 


193,000 





193,000 


1.32 



Alabama 

Arizona 

Arkansas 

California 

Colorado 

Connecticut 

Delaware 

Florida 

Georgia 

Idaho 

Illinois 

Indiana 

Iowa 

Kansas 

Kentucky 

Louisiana 

Maine 

Maryland 

Massachusetts... 

Michigan 

Minnesota 

Mississippi 

Missouri 

Montana 

Nebraska 

Nevada 

New Hampshire 

New Jersey 

New Mexico 

New York 

North Carolina. . 
North Dakota... 

Ohio 

Oklahoma 

Oregon 

Pennsylvania... 
Rhode Island... 
South Carolina.. 
South Dakota. . . 

Tennessee 

Texas 

Utah 

Vermont 

Virginia 

WASHINGTON.. 
West Virginia. . . 

Wisconsin 

Wyoming 



Table 8. — Rank of States as to per capita receipts of higher educational institutions, 
including normal schools, 1913-14- 



1. Delaware $5.65 

2. Arizona 2. 94 

3. New Hampshire 2. 62 

4. Nevada 2.53 

5. Massachusetts 2. 51 

6. Connecticut 2.43 

7. Wisconsin 2.33 

8. California 2.30 

9. Nocth Dakota 2.17 

10. Minnesota 1.99 

11. Oregon 1.83 

12. New York 1.770 

13. Illinois 1.768 

14. Iowa 1.714 

15. WASHINGTON 1.711 

16. South Dakota 1.64 

17. Nebraska 1.54 

18. Maryland 1. 46 

19. Virginia 1.45 

20. Montana 1. 44 

21. Colorado 1.43 

22. Kansas 1.38 

23. Utah 1.38 

24. Vermont 1.35 



25. Michigan SI. 35 

26. Wyoming 1. 32 

27. Idaho 1.279 

28. Maine 1.277 

29. South Carolina 1-04 

30. Ohio 1-01 

31. Pennsvlvania 1. 00 

32. Rhodelsland 93 

33. New Mexico 92 

34. Texas S3 

35. New Jersey -81 

36. Indiana ■" 

37. North Carolina -"5 

38. West Virginia 71 

39. Missouri 70 

40. Louisiana 68 

41. Tennessee . 67 

42. Mississippi -63 

43. Florida -60 

44. Alabama -57 

45. Georgia 54 

46. Oklahoma 51 

47. Kentucky -47 

48. Arkansas 33 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 



45 



2000,000 20 A/I i ///or? 




/soaooo 



/ 600,000 /6 



tfCO,000 /4 



1200, 000 /2 



/dpo,oo o to 



eco.ooo 8 



eaa 



40QOOO 4 



2&QOOO 2 



0///O 
Totd/Sfefe Expert, 



Via her £cCucaf/on Ex 

4 Z/n/i/ors/f/es 
4 A/orma/ Schoo/s &/?er /9/0 
/SS>o - /2> OS 'n c/os/ve, rro 
S/&fe <3/>propr/<3f/ons 
■for A/or rhd/s. 



/890 1895 /900 /SOS /9/0 /9/S 



Diagram 7.— State expenditures for higher education in Ohio compared with total State 

expenditures. 



46 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON, 



4 



A 



b0°- 



200,000^ 






/2.M////o/7 



/ /G43/.000 




j/,263.000 

//,/2S,000 

V 
'3 ) /28,O00 



4,230,000 



6,2 6Q 000 



452.600 



*§L09QJ mooo /ND/A/VA 



2 / 

/ 

/ 

& 6,3 00 



Tofa/ State £ycpe.rzd. 



- H/gft&r EdzLcsWon 

R&f'/O /:/0 



1890 /S9S /900 /SOS J 910 



19/S 



Diagram 8.— State expenditures for higher education in Indiana compared with total'State 

expenditures. 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 



4T 



3,000,000 










I 3 ' 

I 


l£S,000 




Totat ' t 


ILL /A/O/5 
ta/e exf- 


<eac///ui 


v 


1 
I 

I 








High 

T/7< 

SiV 
Perc&hf 


er ecLu. 
1 Univer 
orma/ 5 

=rne> 'tots 


cation « 

s/Vy 

choo/s 


xpend 1 . 


- / 
/ 

1 






/890 
I89S 
,900 
/90S 
/9/0 


^univer. 

/.t"7o 

4,9 - 

4J4« 

9.0 n 

//. 3 ,, 


A/or/? 
2 /.£ 

4 2..S 

5 3.2 

€ 4- 6 
S 4.7 


)a/s 

to 


1 

/ 
1 




ZOOQOOO 


/9/4 


/4.e • 


5 S/f 




/ 

/ 

/ 














/ 
1 




/a 


Million 








1 
I 
1 




(600.000 16 






! 




/ 

1 rT 




M 1OOO0O /4 








1 
1 


/' 


isezooo 


1.200,000 (2 








i 

' 1 
1 






/.OOO.OOO 10 








1 
1 

1 






800,000 8 






/ 
/ 


/, 05 6.40C 


'9,S98,OC 





600,000 6 






l y 
1/ 


/ 7,77S,00k 


< 




400.000 4 




^,9/4,006 


*:l8S9.0<. 
1 
'44-7,000 


10 






200.000 2 


ffl30.0O6 
/ 


■37/000 










i! $ 


/ 

'95,300 












/8 


BO /& 


95~ /9 


OO /9 


OS /9. 


'O /9 


& 



D.agram 9.— State expenditures for higher education in Illinois com- 
pared with total State expenditures. 



48 



EDUCATIONAL SUKVEY OF THE STATE OF WASHINGTON. 



\M*» 



iA0° 



sQO 



o° 



aptt 



ooo 



,oo°> 



qQO, 



ooo 



Q0° 



■ l0 oP 



oo 



/}0< 



0P°° 



Diagram 10. 



QMWon 



.,//,/ 43, OOO 




\ 1, 582,000 



5,975,000 



4,515,000 



IOWA 

State ex. 

HigherBd. 

Ratio i:iO 



1830 



/895 



I90O 



1905 



/9/0 



1315 



Slate expenditures for higher education in Iowa compared with total State 
expenditures. 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 49 




/890 7693 s /BOO /90S L /9TO /9/S 

D.agram 11.— State expenditures for higher education in Michigan compared with total State 



expenditures. 



46564°— 16 4 



50 



EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 




/890 /8S>S~ /300 /SOS~ /&/0 /&/S~ 

Diagram 12.— State expenditures for higher education in Wisconsin compared with total 
State expenditures. 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 



51 




I89S /900 790S /9/0 /S/S 

Diagram 13.— State expenditures for higher education in Minnesota compared with total State 

expenditures. 



52 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 



/,800,00a 



/,600pOC 



/fiOO.OOC 



1200,000 



1000,000 



800,000 



600,000 



400,000 



2/30,00 C 



1% 













Uj 


663,300 


/e 


M////0/7S 








1 
1 
1 


























1 




/4 










1 
1 
1 
1 




/2 








1 
1 


1 
/./?3,ZSi 


) 


/O 


/yi////'on 






1 
1 
/ 


























1 






8 








1 
1 
1 
1 
1 






6 






/ 
/ 
/ 
/ 
/ 


1 
f SS7,OOC 


y 4 


900,000 


4 
















aO 


/ 














'359.00L 


i ^* 


3,600,00 


? 














2 


2.2/S.OOt 


>&s 


2.334,OOc 


1>74O,00<. 


> 

KANS 


AS 






s 




, 


'176,200 


Tofa/ 


*rs/fy 


OQ/7cf 




\$. 


Tz&soo 




Higfte 
Un/vt 


rfExpen 


d. 


fife 






Aqr/c 
<fA/or 


v/tc/re c 

ma/ScJn 


¥o/s 





Diagram 14. 



/890 /89S /900 /905~ /9/0 /9/S 

-State expenditures for higher education in Kansas compared with total State 
expenditures. 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 



53 




Id 90 /89S 



Diagbam 15. — State expenditures lor higher eiucation in Texas compared with total State 

expenditures. 



54 EDUCATIONAL SUBVEY OF THE STATE OP WASHINGTON. 



40QO0O 



200,000 



A/I////Q/7 




I9'S,000 
JO&OOO 



/890 /89S 



/SCO 



/9/S 



/90X /9/0 
MONTANA 

Tot^/ State expend. 

/-//<? her £ciuc3f/onexp. 

<5Go//<sges 

/State A/orma/Schoo/' 

Diagram 16.— State expenditures for higher education in Montana compared with total 
State expenditures. 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 



55 



/,000s 



600, 



400, 



200, 



000 



000 



000 



000 






8 Million 



OREGON 
Total Sf-ete Expend- 
HigfrerEduc. - 




781,000 



'^ 4,600,000 
/ft 



*Oo 



OOq 



I ___5===aSS»#^ 



^ ^ \3&OOQ 



45.000 8 ^°00 



/890 



/69S 



/900 



J 9 OS 



/9/0 



/9/S 



Diagram 17.— State expenditures for higher education in Oregon compared with total State 

expenditures. 



56 EDUCATIONAL SUKVEY OF THE STATE OF WASHINGTON. 




/S90 /89S /900 /90S /9/0 /B/S 

Diagkam 18.— State expenditures for higher education in Washington compared with total 

State expenditures. 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 57 




58 EDUCATIONAL SURVEY OP THE STATE OF WASHINGTON. 

Chapter III. 

STATE OFFICIALS AND ADMINISTRATIVE MACHINERY. 

A well-coordinated State system of higher education may be 
secured either through the control of administrative officials charged 
with the duty of overseeing the State's educational policies as a whole 
or through the common agreement of officers of individual institutions 
who deliberately join forces for the formulation of a State policy. It 
is worth while to inquire how far either or both of these conditions 
prevail in Washington. 

The administration of Washington's higher institutions is intrusted 
directly to six different boards. Indirectly two others are concerned 
in the financial management of the institutions. The six boards are 
the State board of education, the board of regents of the State 
university, the board of regents of the State college, and the three 
boards of trustees of the State normal schools. One State adminis- 
trative officer exercises ex officio a certain measure of authority over 
higher institutions, namely, the superintendent of public instruction. 
The constitution and the functions of the boards mentioned are very 
briefly summarized below. 

STATE BOARD OF EDUCATION. 

The State board of education consists of the superintendent of 
public instruction, the president of the University of Washington, the 
president of the State College of Washington, the principal of one of 
the normal schools elected by the principals of the State normal 
schools, and three persons appointed by the governor, one of whom 
shall be superintendent of city schools, one a county superintendent, 
and one a principal of an accredited high school. The appointed and 
elected members hold office for two years. The members of the board 
receive no compensation except when on special committee duty. In 
general, the powers of the board are: The approval of entrance 
requirements for State higher institutions, the approval of teacher- 
training courses in State higher institutions, the accrediting of higher 
institutions whose graduates may receive teachers' certificates with- 
out examinations, the accrediting of secondary schools, the pre- 
scription of the course of study for the common schools and the rules 
for the government of such schools, and the preparation of exami- 
nations for teachers' certificates and for graduation from the graded 
schools. The law also provides that the board shall investigate the 
work required as a condition of entrance to and graduation from 
normal schools, colleges, universities, and other institutions of higher 
education. Apparently this provision is intended merely to facilitate 
the accrediting of higher institutions, but possibly it is susceptible of 
a broader construction. 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 59 

BOARD OF REGENTS OF THE UNIVERSITY OF WASHINGTON. 

The board of regents of the university consists of seven members 
appointed by the governor each for a term of six years. Broadly, its 
duty is to control the university and its property. Its powers extend 
to the appointment of all officers, teachers, and employees of the 
institution, the prescription of courses of study, the conferring of 
degrees, and the management of its finances. The board serves 
without compensation. It is required to meet quarterly. 

BOARD OF REGENTS OF THE STATE COLLEGE. 

The board of regents of the State college consists of five persons 
appointed by the governor for terms of six years. The president of 
the college serves ex officio as secretary of the board without vote. 
The governor of the State is ex officio an advisory member without 
vote. Each regent must give bond in the sum of $5,000 and the 
treasurer in the sum of $40,000. Briefly, the powers of the regents are 
to control the funds of the college and experiment stations, to employ 
and fix salaries of all officials and teachers, and to grant degrees. The 
board is expected to meet annually. It serves without compensation. 

THE BOARDS OF TRUSTEES OF THE NORMAL SCHOOLS. 

Each of the three normal schools is under the control of a separate 
board of trustees consisting of three members appointed by the 
governor for terms of six years. The secretary of the board is not a 
member. The powers of each of these boards extend to the election 
and dismissal of all officers, teachers, and employees of their respective 
schools, the adoption of textbooks, the management of school 
property, and the purchase of supplies. Each board is expected to 
meet twice a year and to make a biennial report to the governor 
prior to the meeting of the legislature. 

THE STATE BOARD OF FINANCE AND THE STATE BOARD OF EQUALIZATION. 

Upon the State board of finance is conferred the authority to 
invest the permanent funds of any State educational institution. 
The State board of equalization is charged with the levying upon 
taxable property in the State of the millage tax for the support of 
the higher institutions. 

THE STATE SUPERINTENDENT OF PUBLIC INSTRUCTION. 

The State superintendent of public instruction in his capacity as 
president of the State board of education comes in contact with 
certain phases of the management of the State higher institutions. 
As has been indicated above, the board exercises a larger measure 
of authority over normal schools than over the other higher insti- 
tutions. Its jurisdiction over the State university and the State 



60 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

college is limited in practice to the approval of entrance require- 
ments and the work of departments of education. 

As is usual the various boards of regents and trustees deal merely 
with the affairs of their respective institutions. The powers and 
duties of the boards of normal school trustees are prescribed in one 
act and in the same terms for all three boards. Their functions, 
while similar to, are not identical with those of the boards of regents 
of the university and the State college. Neither are the latter two 
boards exactly the same in constitution and functions. The Wash- 
ington State Board of Education is in its constitution almost unique. 
It will be observed that it is a board of experts. But one other State, 
West Virginia, has an expert board of education, although the State 
boards in Arizona and Indiana are composed mainly of experts. The 
prevailing theory in administration favors the lay board working 
through expert executives, on the assumption that by this means the 
desires of the public will best be represented and will reach their 
accomplishment in educational practice. However, there is nothhig 
fixed and immutable about administrative procedure. The prag- 
matic test is after all the final test. Within the limits of its past and 
current activities the Washington State board of education appears 
to have met this test. It is universally well spoken of. Neverthe- 
less, the committee is inclined to believe that it has not fully realized 
its possibilities. It seems to have confined itself to the somewhat 
mechanical discharge of the functions prescribed for it in the law. 
In particular it has failed to perform — perhaps circumstances of which 
the committee is unaware have prevented its performing — one 
great educational service which the State of Washington sadly needs. 
This service is discussed and certain constructive suggestions are 
offered in the following chapter. 



Chapter IV. 

THE FORMULATION OF STATE POLICIES IN HIGHER EDUCATION. 

It is evident from the discussion in the preceding chapter that there 
is at present no machinery for the formulation of State policies in 
higher education. The result of this lack is painfully apparent and 
has in fact given rise in a large measure to the difficulties which the 
present survey is designed to remedy. A State's educational insti- 
tutions exist primarily to furnish training for those activities which 
must be carried on by the citizens of the State. They grow in 
response to definite public demands. Their expansion and the devel- 
opment of new courses follow in general the existence of a public 
need for specific types of training. Yet the correlation between the 
demand and the facilities provided for training in a given line is not 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 61 

always close. Particularly is this true in highly specialized or pro- 
fessional lines. A State institution may provide too little or it may 
provide too much. Rarely are its excursions into new fields of pro- 
fessional training based upon a scientific study of the actual call for 
workers in those fields. The existence of a large demand is fre- 
quently inferred when really a few trained workers will suffice. On 
the other hand, even the most progressive and pushing institutions are 
often surprisingly blind to the necessity for the development of cer- 
tain types of professional training. They fail to interpret the as yet 
inarticulate call. When two institutions whose functions are not 
sharply differentiated compete for the same educational territory 
these maladjustments are most apt to appear. The close correla- 
tion of State institutions with actual needs and conditions becomes 
all the time more important as States grow and their economic and 
sociological problems develop in complexity. Every State can afford 
to furnish for its citizens the types of training actually required. No 
State can afford to waste its money in oversupplying a limited pro- 
fessional market. The value of some central coordinating machinery 
is that it can study State educational problems in a nonpartisan 
spirit for the purpose of determining what is and what is not needed 
and that it can bring State institutions to comply with its conclu- 
sions. 

Even such a superficial consideration as the committee has had 
time to give to the relation of the types of training now offered by 
Washington State higher institutions to the occupations, industries, 
and prospective growth of the State shows that these statements are 
applicable to the local situation. As has already been indicated in 
the summary on page 32, the State higher institutions are tending 
in the direction of oversupplying professional needs. One impor- 
tant line of specialized training appears to need further development — 
commerce; and for that the demand has now become insistent. 
Against the defect of inadequate provision for the development of 
advanced commercial training of university grade should be placed 
the maintenance of two schools of mining, one of the most expensive 
of professional departments; two departments of architecture 1 to 
supply a profession numbering 505 in the census of 1910; two schools 
of forestry to recruit a calling which numbered 536 in the same census 
year and for the practice of which in Washington men come from 
all over the United States. However, the detailed discussion of 
expensive duplication appears in Chapters VI, VII, and VIII. Men- 
tion is here made of these cases merely by way of illustration to show 
the disadvantages of the lack of a coherent State program. 

i At the State college the head of the department of architecture discharges also the duties of college 
architect. 



62 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

In the judgment of the committee the most important reform 
which may be wrought in public education in Washington is the pro- 
vision for the definite and permanent coordination of higher institu- 
tions. This may be accomplished in any-one of at least three ways. 
Two of them entail no organic change in the present machinery of 
administration. The third is also simple and involves no structural 
reorganization. They are as follows: 

1. The committee is of the opinion that joint meetings of the 
boards of regents of the State university and the State college at 
regular intervals for the discussion of the interrelations of these insti- 
tutions and for the determination of measures to promote harmony 
and economy in the management of the State higher institutions 
would probably accomplish the major part of the desired purpose. 
The committee has been much impressed by the possibilities of such 

oint meetings, one of which, on the initiative of the boards themselves, 
has already been called. It believes that this very simple device may 
prove a solution of the State's most vexed educational difficulties, 
that it may result in welding together into a common constructive 
program in which the interests of the State shall be held para- 
mount the conflicting aims of two institutions which are, but should 
not be, rivals. The boards of trustees of the normal schools could 
be included in the joint conferences whenever occasion required. 

2. The committee believes that the law allows the extension of the 
activities of the State board of education to include such a formula- 
tion of State higher educational policies as is here under discussion. 
The law provides that the board is to investigate the work required 
as a condition of entrance to and graduation from normal schools, 
colleges, universities, and other institutions of higher education. 
Although this section of the act denning the powers of the board 
probably contemplates only such investigation as may be necessary 
to determine the eligibility of higher institutions for accrediting, 
the committee — no member of which, however, is a lawyer — believes 
that it might be broadly construed to include a consideration of the 
programs and tendencies of higher institutions. The recommenda- 
tions which it might see fit to make in the light of such consideration, 
even though the board has no power to enforce them, would probably 
have the effect of a mandate, particularly if they were made public. 
If on examination by competent legal authorities it appears that 
the present law does not permit such action by the board as is here 
suggested, the committee judges that only a slight amendment of 
the act denning the powers of the board will be necessary to give it 
this wider range. We think that this question, together with the 
other alternatives proposed in connection with it, is worthy the con- 
sideration of your commission. 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 63 

The extension of the functions of the board to include this wider 
field would have certain distinctive advantages. It would help to 
emphasize the unity of the State's educational enterprise. It would 
tend to bring together various constituencies and lead to the inter- 
pretation of one group of educational problems in the light of the 
educational needs of the whole system. The Washington board, 
being an expert board, is peculiarly qualified to render this service. 
All educational interests are represented on it. No one preponder- 
ates. Moreover the board has the confidence and respect of the 
educators and of the State at large. 

3. It will be remembered that, in his report to the legislature of 
1915, the United States Commissioner of Education recommended 
the creation of a State council of education — 

to consist of two representatives of the board of regents of the university, two repre- 
sentatives of the board of regents of the State college, one representative of the board of 
trustees of each of the State normal schools, two representatives of the State board of 
education, the president of the university, the president of the State college, the 
principals of the normal schools, and the State superintendent of public instruction. 
Each board should elect its representation and no person should represent more than 
one board or institution. This council should hold at least one meeting each year, the 
necessary expenses being paid out of the public funds, and should be required to 
report the results of its deliberations to the several boards or institutions represented. 

It will be observed that the professional membership of this pro- 
posed council coincides almost exactly with the membership of the 
State board of education. 

SUMMARY OF RECOMMENDATIONS. 

1. The provision for the formulation of State policies in higher 
education — 

a. Through joint meetings of boards of regents, or 

b. Through the extension of the functions of the State board of 
education, or 

c. Through the creation of a State council of education. 



Chapter V. 

COSTS OF STATE UNIVERSITY AND STATE COLLEGE. 

Thus far State higher education in Washington has been considered 
as a unit. The remaining chapters in this section deal with the 
details of financial and educational management of the State college 
and State university and present the committee's recommendations 
concerning these institutions. This chapter is devoted to the pre- 
sentation of certain material bearing both on the costs of the college 
and the university and on some phases of their educational adminis- 
tration. 



64 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

The first group of exhibits in connection with the chapter consists 
of tabulations of the expenses of these two institutions for the 
academic years 1913-14 and 1914-15. * The expenditures of higher 
institutions differ greatly, and the forms in which such expenditures 
are reported differ still more. In a recent study by the Bureau of 
Education of the Iowa State institutions, financial reports of all 
three of these institutions were secured in the same form as is here 
used. Within this limited group of five institutions, therefore, sub- 
stantially accurate comparisons may be made. In order that the 
tabulation may be clear, the following explanation is offered. 2 

The total expenditures for the year are first divided into two main 
groups: Educational expenditures and extension and service expendi- 
tures. The educational expenditures are then divided into three 
separate categories: Construction and land, special and rotating funds , 
and operating expenditures. 

The category construction and land includes expenditures for 
direct additions to the plant to provide for growth in enrollment, 
together with outlays for the ordinary furniture of new buildings. 
Special and rotating funds include expenditures from prize funds, 
boarding and rooming departments, and special funds available 
only for specified purposes apart from instruction. These two 
classes of expenditures are in a certain sense entirely independent of 
the cost of the operation of the educational plant. 

The category operating expenditures includes all expenses for the 
annual maintenance of the institution, aside from dormitories and 
boarding departments. It is further analyzed into educational 
equipment and supplies, instruction, and general operating expenses. 
The latter may perhaps more aptly be termed overhead expense. 
The following may make this clear: 

I Construction and land. 
Special and rotating fund. 
("Educational equipment and supplies. 
Operating expenditures federating expenses (overhead ex- 
Extension and service. I pense). 

Under operating expenditures the first subdivision, educational 
equipment and supplies, includes in addition to purely departmental 
supplies the expenditures for books and library supplies. The 
second subdivision, instruction, includes the salaries of the deans 
and faculty members, but not those of the president, other purely 
administrative officers, and librarians. The third, general operating 
or overhead expense, includes the salaries of administrative officers, 
janitors, etc., in addition to other expenditures essential to the main- 
tenance of the work of the institution. 

» Summaries only are included in this chapter. The detail tables appear in the appendix. 
2 The explanation of the form for the reporting of expenditures and the discussion of student clock hours 
in this chapter are taken for the most part from the report of the survey of the Iowa State institutions. 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 65 

Table 9. — University of Washington, expenditures, 1913-14. 
Construction, 





Educational expen- 
ditures, exclusive 
of extension, 


$31,285.19 

Total operating 
expense, 


Educational equip- 
ment and supplies. 






$70,576.39 
Instruction, 


University year, 




$269, 626. 49 
Marine station, 




$1, 400 




$486,779.61 
Special funds, 


Summer sessions, 




$285,026 

General operating ex- 
penses (overhead), 


$12,475.39 


Total expenditures, 


$571,936.14 




$587,594.61 


Service depart- 
ments, 




$1,525. 




$131,176.34 






Exten 


$53,871.34 
sion, 





$15,658.47 



Table 10. — University of Washington expenditures, 1914-15. 
Construction, 





Educational ex- 
penditures, ex- 
clusive of exten- 
sion. 


$9,645.80 

Total operating 
expenses, 


Educational equip- 
ment and supplies, 






$60,960.83 
Instruction, 


University year, 




$306,943.23 




$507,859.07 
Special funds, 


Marine station, 




$1,462.50 




$322,547.48 

General operating 
expenses (over- 
head), 




Total expenditures, 






$603,050.20 


Summer session, 




$14,141.75 




$124,350.76 






$61,870.82 
Extension, 








$23,674.51 







46564°— 16- 



66 



EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 



Table 11. — State College of Washington expenditures, 1913-14- 



Construction 
lands, 



and 





$168,567.54 




Educational equip- 
ment and supplies, 
$38,977.35 


College year, 


E d u c a tional ex- 
penditures, ex- 
clusive of exten- 


Total operating ex- 
penses, 


Instruction, 


$146,510.58 


sion and experi- 


$307,256.16 
Special funds, 






mental worK, 


$157,512.91 






$569,816.52 

Extension and ex- 
perimental work, 


Summer session. » 




General operating 
expenses (over- 
head), 
$110,765.90 


$5,870.00 


Total expenditure, 


$93,992.82 

Construction and 
lands, 


Experimental work, 


$663,049.62 




$100.00 




Operating expense, 


$71,152.92 




$91,259.63 






Extension-$20,580.66 
Experi- 
mental. 72,652.44 


Extension work, 


$20,106.71 


93, 233. 10 


Special funds, 


Agricultural experiment station, 




$1,399.52 




$1,873.47 




Agricultural extension work, 



$1,873.47 



i Difference of $5,132.33 is for summer school of 1914-15. See report for that year. 
Table 12. — State College of Washington expenditures, 1914-15. 





E d u c a tional ex- 
penditures ex- 
clusive of exten- 
sion and experi- 
mental work, 


Construction and 
lands, 






$91,806.70 

Total operating ex- 
penses, 


Educational 
equipment and 
supplies, 
$29,010.01 

Instruction, 


College year, 
$156,722.92 




$278,598.45 
Special funds, 






$159,092.10 

General operating 
expenses (over- 
head), 






$456,738.32 

Extension and ex- 
perimental work, 


Summer school, 1 
$7,501.51 




$90,496.34 




Total expenditure, 


$86,333.17 
Construction, 




$558,159.00 






$1,705.68 
Operating expense, 


Experimental work, 
$64,003.28 




$92,059.45 


Extension work, 
$28,056.17 




Extension. $29,643. 41 
Experi- 
mental. 71,777.27 


Agricultural experiment station, 




101,420.68 


Special funds, 


$6,068.31 




$7,655.55 


Agriculture extension, 






$1,587.24 





i Of this amount $5,132.33 was paid in the fiscal year 1913-14. 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 67 

There follow next two tables, one relating to the State college 
and one to the State university, which deserve somewhat careful 
explanation and which repay study. They show the departments 
represented in each institution, the total number of instructors in 
each department (part-time teachers being reduced to a full-time 
basis), the average salary for each department, the total number of 
student clock hours, and the average number of student clock hours 
for each department. The student clock hour is a relatively new 
unit in academic measurements. It may be defined thus: -One 
student under instruction in lecture, quiz, or laboratory for at least 
50 minutes net represents one student clock hour. For example,, 
therefore, 20 students meeting four hours a week in recitation repre- 
sent 80 student clock hours. The student clock hour is, it will be 
observed, a different unit from the " credit hour" or the " semester 
hour." Usually two or three hours of laboratory work are required 
as the equivalent of one hour of recitation in reckoning semester or 
credit hours. The student clock hour does not discount laboratory 
hours, but reckons laboratory, lecture, and quiz exercises equally 
hour for hour. For example, a student taking a course in chemistry 
and spending one hour in lecture, one hour in quiz, and four hours in 
laboratory in a week would be counted as receiving six student clock 
hours of instruction. 

The Bureau of Education has already suggested certain standards 
to govern the size of university and college classes. They are as 
follows : 

1. In a lecture a professor may meet effectively as many as can 
comfortably hear and see him. 

2. In a recitation or quiz 30 in a section is probably the largest 
number that can be effectively handled, but the desirable maximum 
for classes of this type would be from 20 to 25. 

3. In laboratory work it is commonly agreed that one instructor 
should be provided for every 15 or 16 students. 

The number of lecture, laboratory, and quiz sections which an 
instructor can meet in a week depends to a considerable degree upon 
the character of the work and the amount of labor which it involves 
outside of the classroom. It also is contingent to some extent upon 
the amount of outside writing and research which the instructor is 
expected to do. An examination of any department indicates that 
no definite number of student clock hours can be fixed for each in- 
structor. An average for a department may, however, be safely set 
up. The Bureau of Education has estimated that in an institution 
where research work is encouraged and expected it is reasonable to 
expect also a departmental average of 250 student clock hours per 
instructor. This, it is believed, might be a fair working average for 
a modern State university. In a distinctively undergraduate college, 
on the other hand, where research is limited and where little or no 



68 



EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 



graduate work is conducted, a departmental average of 300 student 
clock hours per instructor is regarded as a reasonable norm. In 
this connection it is worth while to note that usually an institution 
whose program is made up largely of laboratory work will generally 
record a larger number of student clock hours per instructor than an 
institution whose program consists chiefly of nonlaboratory courses. 

Table 13. — University of Washington — Salaries and student cloch hours for the year 

ending June SO, 1915. 



Departments. 



Number of 
instructors. 



Total 



Average 
salary. 



First semester. 



Total 

student 

clock hours 



Average 

student 

clock hours. 



Total Average 

student student 

clock hours, clock hours. 



Second semester. 



COLLEGE OF LIB- 
ERAL ARTS. 

English 

French 

German 

Greek 

History 

Journalism 

Latin 

Library economy. 

Oriental history.. 

Philosophy 

Political and so- 
cial science 

Public speaking 
and debate 

Scandinavian lan- 
guages and lit- 
erature 

Spanish 

COLLEGE OF 
SCIENCE. 

Botany 

Chemistry 

Geology 

Home economics. . 

Mathematics . 

Philosophy 

(psychology) . . . 

Physical training . 

Physics 

Zoology 

COLLEGE OF ENGI- 
NEERING, ETC. 

Civil engineering. . 

Electrical engi- 
neering 

Mechanical engi- 
neering 

College of Mines. . 

College of forestry 

College of pharm- 
acy 

School of educa- 
tion 

School of law.... 

College of fine arts 

Military training. 

Total 



6* 
13 

4 
5 

m 

a 



10i 
3i 



$22,600 

11,937 

12,362 

5,300 

12,900 

9,645 

6,000 

1,714 

2,600 

5,700 

16,350 

3,900 



2,100 

6,825 



10, 500 
18, 975 
5,950 
7,800 
18, 050 

3,825 
7,300 
9,100 
7,850 



18, 445 

6,975 

9,800 
8,150 
8,850 

8,595 

10, 500 

14,200 

10, 700 

600 



$1,619 
1,736 
1,595 
2,355 
1,911 
1,794 
2,182 



1,900 
1,817 
1,950 



1,S20 



1,615 
1,460 
1,487 
1,560 
1,719 

1,457 
1,327 
1,699 
1,653 



1,800 

1,993 

1,960 
2,037 
2,145 

1,495 

2,100 

2,457 

1,678 

600 



174i 



306, 099 



1,754 



3,871 

1,962 

2,267 

441 

2,903 

580 

395 

168 

310 

941 



3.' 



290 



112 

1,053 



2,926 
7,299 
1,252 
1.252 
3! 139 



2,127 
1,568 

2,S38 



3,117 

916 

2,350 

376 

1,051 

998 

1,375 
2,565 
2.312 
i;624 



5S,S13 



276.5 
285.4 
292.5 
252.0 
504.9 
178.4 
143.6 



313.7 
385.4 
145.0 



457.3 
561.4 
313.0 
350. 



368. 



291.7 
597.5 



336.9 

261.7 

470.0 

94.0 

254.8 

2S5.1 

275.0 
44S. 7 
362.0 
812.0 



337.0 



3,247 

1,845 

2,078 

361 

2,870 

659 

465 



957 

3.107 

521 



132 
1.091 



2.172 

1 5, 761 

2 1.324 

1.324 

2.691 

S29 
2.507 
1.455 
3,080 



3 4. 137 

920 

1.962 
M43 
5 721 

1.096 

1,633 
2.197 ; 
2.033 ' 
1,388 



231.9 
268.4 
277.0 
240.0 
499.1 
181.7 
155.0 



319.0 
345.2 
260.5 



290. 



334.2 
443.1 
331.0 

264. 2 
256.3 

315. S 
455. S 
270.7 
648. 4 



367.7 

262. B 

392. 4 
110.8 

174. S 

292.2 

326.6 
382. 1 

31S.9 
694.0 



. 652 



330.3 



1 In a short course, 48; making the total 5,809, and average hours 474.2. 

2 In a short course, 138; making the total 1,462, and average hours 365.5. 

3 In a short course, 262; making the total 4,399, and average hours 391. 
< In a short course, 310; making total 753, and average hours 1SS.3. 

s In a short course, 494, making total of 1,215, and average hours 494.5. 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 



69 



Table 14. — State College of Washington — Summary by departments, year ending June, 

1915. 
FIRST SEMESTER. 



Departments. 



Total 
clock 
hours. 



Total 

number 

instructors. 



Average 
clock 
hours. 



Total 
salaries. 



Average 
salary. 



Agriculture 

Botany 

Chemistry 

Civil engineering and mathematics 

Economic science and history 

Education 

English 

Home economics 

Horticulture 

Mechanical engineering and electrical engi- 
neering (mechanical arts, physics, and 
architecture included) 

Modern languages 

Manual arts 

Latin 

Geology 

Mining engineering 

Pharmacy 

Photography 

Zoology 

Veterinary science 

Forestry 

Music 

Total 



2,176 

1,247 

2,021 

1,098 

1,639 

453 

1,862 

994 

554 



1,951 
1,571 

28 

37 
208 
161 
214 

32 
284 
738 

22 
342 



Hi 



l 
2 
2 
1 

2§ 

i 



248.6 
383.6 
336.8 
175.6 
327.8 
226.5 
232.5 
331.3 
138.5 



196.3 

46.6 

37.0 

104.0 

80.5 

214.0 

320.0 

171.0 

276.7 

22.0 

43.0 



$15, 666 
6,150 
10, 240 
12,000 
8,140 
3,800 
11,200 
4,300 
6,950 



17,925 
9,920 
775 
2,200 
4,200 
4,100 
1,800 
90 
2,800 
5,900 
2,200 
6,500 



$1, 790 
1,892 
1,707 
1,920 
1,628 
1,900 
1,400 
1,433 
1,737 



1,559 
1,240 
1,290 
2,200 
2,100 
2,050 
1,800 

900 
1,681 
2,213 
2,200 

812 



17,632 



194.3 



1,640 



SECOND SEMESTER. 



Agriculture 

Botany 

Chemistry 

Civil engineering and mathematics 

Economic science and history 

Education 

E nglish 

Home economics 

Horticulture 

Mechanical engineering and electrical engi- 
neering (mechanical arts, physics, and 
architecture included) 

Modern languages 

Manual arts 

Latin 

Geology 

Mining engineering 

Pharmacy 

Photography 

Zoology 

Veterinary science 

Forestry 

Music 

Total 



2,183 


8A 


259. 1 


$15, 550 


744 


3i 


228.9 


6,025 


2,117 


6A 


347.04 


10,340 


1,069 


6i 


171.04 


12,000 


1,066 


6 


177.7 


10,340 


720 


2 


360.0 


3,800 


1,974 


8 


246.7 


11,200 


838 


3i 


257.8 


4,600 


350 


4 


87.5 


6,950 


1,662 


10i 


162.1 


17,950 


1,474 


8 


195.5 


9,920 


86 


1 


86.0 


1,200 


146 


1 


146.0 


1,400 


319 


2 


159.5 


4,200 


103 


2 


51.5 


4,100 


360 


1 


360.0 


1,800 


36 


A 


360. 


90 


389 


1? 


234. 3 


2,800 


1,064 


4§ 


228.3 


9,220 


71 


1 


71.0 


2,200 


589 


8 


736.0 


6,500 


17,315 




234.5 









$1,849 
1,854 
1,695 
1,400 
1,723 
1,900 

11,400 
1,415 
1,737 



1,751 
1,240 
1,200 
1,400 
2,100 
2,050 
1,800 

900 
1,681 
1,979 
2,200 

812 



1,623 



The relation of the distribution of student clock hours to the salary 
paid in a given institution is close, and it is a matter of considerable 
importance to the teaching staff. For example, if the curriculum of 
an institution demands that each student shall be under instruction 
on the average for 20 hours a week, then for every 500 students 
10,000 student clock hours of instruction must be provided. If 
instructors carry an average of 300 student clock hours each, 33 or 34 
instructors will be required to serve this student body of 500. Sup- 
pose the institution has $67,000 to spend on teachers' salaries and 
employs 40 instead of 33 instructors, the average load of student 
clock hours will, of course, be reduced, but so will the average salary. 



70 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

The Bureau of Education is also on record concerning the salaries 
which collegiate institutions, especially the stronger State institu- 
tions, should try to pay. It has declared that for the time being an 
average salary of $2,000 for a department should be regarded as the 
reasonable minimum. 1 The practice of the stronger institutions 
throughout the country indicates that this average will be necessary to 
command men of the desired quality. In departments which expect 
to retain men of distinction a higher average salary must be paid. 

With the aid of one more factor in addition to those already 
exhibited, certain fairly definite information concerning the average 
cost per student may be obtained. This factor is the average 
number of students in attendance. This is not the same as the 
catalogue enrollment. The usual catalogue statement of enroll- 
ment includes all students who have attended the institution 
during 1 any part of the year of 12 months. Often the summer 
enrollment is large. As a rule the number of students in actual 
attendance rises from the opening of college in September for 
about two weeks to a maximum and then declines, because of with- 
drawals, until the close of the term. The second term usually opens 
with increased numbers, again reaching a maximum shortly after 
the opening date and then gradually declining until the close of the 
year. An average of the two high tides in enrollment may under 
very liberal interpretation be regarded as the average attendance. 
The difference between this average attendance and the reported 
catalogue enrollment may be seen by referring to Table 15. The 
average attendance computed in the fashion described for the year 
1913-14 at the University of Washington was 2,318. The catalogue 
enrollment was 3,340. For the year 1914-15 the average attendance 
was 2,684. The catalogue enrollment was 4,050. 

To determine, then, the average cost per student the items listed 
in the first tabulations under the heading of operating expenditures 
(including the total educational, equipment and supplies, the 
total general operating expenses and cost of instruction), less the 
expenditures for the summer term, are taken. The average attend- 
ance for the same year is then used as a divisor. The two following 
tables (Tables 15 and 16) show the average cost per student at the 
State university and the State college for the years 1913-14 and 1914-15. 

Tables 17 and 18 in this chapter were secured in answer to the 
specific and repeated requests of members of the commission that 
some calculations be submitted showing the cost per department. 
The actual cost of different departments the committee has found it 
exceedingly difficult, perhaps impossible, to determine. The nearest 
approach that could be made seemed to be to secure the cost of a 
student clock hour in each department. This has been done for 
both institutions and appears in the last column of Tables 1? and IS. 

1 This does not apply to subcollegiate departments, where a lower average may properly prevail. 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 71 

It was obtained by adding the total amount paid for salaries in each 
department and the amount spent for departmental equipment and 
supplies. The general operating expense or overhead expense was 
then divided among the separate departments in accordance with the 
ratio which the salary budget for each department bore to the general 
salary budget. This, amount, as its proportion of the overhead, was 
then added to the two departmental items already mentioned, and 
the total divided by the number of student clock hours for the 
department. A word of caution should be added against the draw- 
ing of too wide inferences from this table. As contributory evidence, 
however, it may have some value. 

Table 15. — University of Washington — Cost per student, based on enrollment two weeks 
after day of registration, for the years 1913-14 and 1914-15. l 

Students enrolled: 

October 1, 1913, first semester 2, 263 

February 16, 1914, second semester 2, 373 

Total 4, 636 

Average attendance for year 2, 318 

Total expenses $517, 505 

Cost per student of average attendance $223. 49 

Students enrolled : 

October 1, 1914, first semester 2, 724 

February 15, 1915, second semester 2, 645 

Total 5, 369 

Average attendance for year 2, 684. 5 

Total expense $517, 505 

Cost per student of average attendance $192. 77 

Table 16. — Washington State College — Cost per student, based on enrollment two weeks 
after day of registration, for the years 1913-14 and 1914-15} 

Students enrolled: 

October 1, 1913, first semester 947 

February 16, 1914, second semester 972 

Total 1, 919 

Average attendance for year 959. 5 

Total expense $343, 865 

Cost per student of average attendance $358. 37 

Students enrolled: 

October 1, 1914, first semester 1, 013 

February 15, 1915, second semester 956 

Total 1, 969 

Average attendance for year 984. 5 

Total expenses $285, 299 

Cost per student of average attendance $289. 79 

1 Id both years the only expense items used were (1) "Total operating expenses"— which include edu- 
cational equipment, instructional salaries, and overhead — and (2) such items of "construction" as corre- 
spond to comparable items in the State college. Buildings and all special funds, as well as all extension 
division items, were excluded. 

2 In both years the only expense items used were (1) "Total operating expenses" — which include edu- 
cational equipment, instructional salaries, and overhead— and (2) such items of "construction" as corre- 
spond to the items in the university's budget of repairs and betterments and campus improvement and 
upkeep. Buildings and all special funds, as well as all extension and experiment station items, were 
excluded. 



72 



EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 






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74 



EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 



The cost per student at the university is exceedingly, almost disas- 
trously, low. On the other hand, at the State college the cost per 
student is higher than in other institutions for which the bureau has 
been able to get comparable figures. 1 For example, in the year 
1914-15 the cost per student at the Iowa State University was 
$274.50. At the Iowa State College it was $271, and at the Iowa 
State Teachers College $170. Institutions that are largely technical 
are generally expensive) and allowance must be made for extra cost 
of laboratory instruction where such preponderates. 2 Agricultural 
and mechanical colleges, being for the most part technical institutions 
and having also expensive tracts of land to operate, probably cost 
more per student throughout the country than do State universities of 
similarly good equipment. Nevertheless, it is the opinion of the 
committee that the State college can reduce its student cost by such 
readjustments as will raise the departmental and institutional average 
of student clock hours. 

Table 18. — State College of Washington — Expenditures by departments, 1914-15. 



Departments. 



Salaries. 



Equip- 
ment and 
supplies. 



Overhead. 



Total. 



Student Student 

clock hours, clock-hour 

(year). costs. 



Agriculture 

Architecture 

Botany 

Chemistry 

Economic science and history. 

Education 

English 

Forestry 

Geology 

Home economics 

Horticulture 

Latin 

Mathematics and civil engi- 
neering. 

Mechanical and electrical en- 
gineering 

Mining and metallurgy 

Modern languages 

Music and fine arts 

Pharmacy 

Veterinary science 

'Zoology 



Total 

Elementary science. . . 

Physical education 

Summer school 

Extension 

Experimental station. 



$14,549.86 
4,512.50 
8,362.29 

14, 244. 44 
7, 829. 96 
3,799.92 

11,374.88 
2, 149. 95 
4, 199. 88 
4,670.69 
6,717.46 
3,519.96 

10,298.92 

13,574.83 
4, 127. 92 
9,892.14 
4,611.00 
1,650.00 
8,669.80 
3,324.99 



$2,432.81 

310. 87 

3,651.97 

5,675.53 

314. 62 

604.97 

220. 64 

215.57 

370. 03 

2,337.59 

454. 03 

77.97 

568. 26 

1,444.12 

1, 118. 05 

126.51 

134.52 

427. 56 

1, 777. 90 

1,090.91 



$7,791.05 
2,001.96 
3,684.32 
6, 255. 85 
3, 451. 70 
1,690.15 
4,970.82 
969. 11 
1,840.28 
2,071.10 
3, 180. 38 
1,538.25 

4,531.10 

5,961.17 
1,833.95 
4,322.80 
1,559.50 
751. 05 
4,635.98 
1, 767. 07 



142,081.39 
14,641.53 



23, 354. 43 
919. 94 



64,807.59 
6,428.55 
2,301.79 



7,501.51 



1,338.76 



6,843.56 
10, 114. 85 



Grand total . 



164,224.43 



29,010.01 



71,236.14 



$24. 773. 72 
6,825.33 
15,698.58 
26, 175. 82 
11,596.28 
6,095.04 
16,566.34 
3,334.63 
6, 410. 19 
9,079.38 
10,351.87 
5, 136. 18 

15,398.28 

20,980.12 
7,079.92 

14,341.45 
6,305.02 
2, 828. 61 

15, 083. 68 
6,182.97 



78,402 

6,354 

35,838 

74,484 

48,690 

21, 114 

69,048 

1,674 

9,486 

32,976 

16,272 

3,290 

39,006 

58.680 
4', 752 
54,810 ! 
16,758 { 
10.332 I 
32,436 
12. 114 



230,243.41 
21.990.02 
2,301.79 
8,840.27 
6, 843. 56 
10,114.85 



626,516 



280,333.90 



$0.3160 

1.0742 

.4380 

.3514 

.2382 

.2887 

. 2399 

1.9920 

.6758 

.2750 

.6362 

1.5611 

.3947 

. 3575 
1. 4898 
.2617 
.3762 
.2738 
.4650 
.5104 



.3675 



By way of conclusion certain generalizations may be made. 
The average salary paid at both institutions is far too low. The 
salaries at the State college are lower than those at the university. 



1 As already noted, the Bureau of Education has used the methods outlined in this chapter for the study 
of costs, student clock hours, and average enrollment only in investigations of the State institutions of 
Iowa and Washington. 

* Laboratory instruction constitutes 54.3 per cent of th<* student clock hours at the university and 6S.7 
per cent of the student clock hours at the college. 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 75 

In the long run neither can hope to get or keep men of distinction for 
such small remuneration. Below are tables showing the salary scales 
of all State higher institutions and the number receiving each grade 
of salary at the Washington institutions. 

The instructing staff at the university is badly overloaded with 
student clock hours. The committee does not see how it is possible 
for it to do work of real university grade under such conditions. 

The instructing staff at the State college is, on the whole, carrying 
a very light load of student clock hours. The average for the insti- 
tution is lower than that of any other institution that the Bureau of 
Education has studied. For example, the average for the year 
1914-15 at the Iowa State Teachers College was 321. At the Iowa State 
College of Agriculture and Mechanic Arts it was 312, and at the Iowa 
State University 252. The average in certain departments at the 
Washington State College is very low indeed. This is in spite of the 
fact that for some years 20 credit hours of teaching a week has been 
considered a normal program for each instructor. 1 

1 Credit hours, as the term is used here, means the number of hours a week that instructors hold class 
exercises (laboratory exercises usually counting one hour for three). No institution that valued its repu- 
tation for high standing, except a State institution— which is often the victim of circumstances and must 
sometimes compromise its principles in the face of legislative prejudice— would dare to demand such a large 
number of teaching hours of its instructors. If the members of the staff of the Washington State College 
had actually obeyed what was understood to be the rule and had taught 20 hours a week each, the effect 
on the standards of the college would have been serious. Fortunately, the rule has been more honored in 
the breach than in the observance. 



76 



EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 



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THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 79 

Diagram of University of Washington faculty salaries for year ending June 30, 1915. 



$3, 000 

to 
$2, 600 



$2, 500 

to 
$2, 100 



$2, 000 

to 
$1, 600 



$1, 500 
to 

$1, 100 



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174* 



80 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

Washington State College faculty salaries as shown on pay roll for June, 1915. 

Professors, heads of departments: 

7, at $3, 000 

2, at 2, 600 

2, at 2, 400 

6, at 2, 200 

1, at 1,900 

3, at 1,800 

Professors: 

1 , at 2, 500 

1, at '. 2, 100 

5, at '. 2, 000 

3, at. 1, 900 

4, at 1, 800 

2, at 1, 620 

2, at 1, 600 

Associate professors: 

1, at 1, 900 

1, at 1, 700 

1, at 1, 600 

Assistant professors: 

2, at 1, 800 

2, at : 1, 700 

2, at , 1, 650 

3, at 1, 600 

6, at 1, 500 

5, at 1, 400 

5, at 1, 320 

[nstructors: 

1, at 1, 500 

2 , at - 1, 400 

2, at .' 1,320 

15, at 1 1, 200 

4, at 1, 100 

2, at 1, 000 

1, at 900 

2, at 750 

1. at 600 



Chapter VI. 

PRESENT SCOPE AND FUNCTIONS OF THE STATE COLLEGE AND STATE 

UNIVERSITY. 

I.— LEGISLATIVE PROVISIONS. 

(1) The university. — The act of January 24, 1862/ which created 
and incorporated the University of the Territory of Washington. 
declared that the university should provide the inhabitants of the 
Territory with the means of acquiring a thorough knowledge of the 

i Laws of Washington Territory, 1861-62 (Jan. 24, 1862, sees. 2, 9). 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 81 

various branches of literature, science, and arts. To accomplish 
this end, the act provided that "at least" four departments should 
he established: A department of literature, science, and arts; a 
department of law; a department of medicine; a military depart- 
ment. These departments were to be organized and such others 
added as the regents should deem necessary and the state of the 
university fund should allow. 

Concerning the original intent of the Territorial legislature in this 
act, in the light of contemporary educational policy, there can be 
little doubt that in 1862 a university was designed to cover the entire 
field of college or university instruction, and that the expressions 
" literature, science, and arts" were to be interpreted in the most 
general sense, it being remembered that the changes in the policy of 
State higher education fostered by Federal legislation began with the 
Morrill Act approved by the National Congress nearly six months 
later. 

These provisions of 1862 were reenacted by the legislature in a law 
approved January 23, 1863, 1 and remained in force throughout the 
Territorial period. During that period the university maintained 
courses covering the liberal arts and sciences and at times normal 
courses and commercial courses, but the work of the institution was, 
for the most part, of subcollegiate grade. Within that period no 
department of law or medicine was put into operation. 

Neither the enabling act nor the State constitution dealt specifi- 
cally with the functions of the university, but the first State legisla- 
ture enacted 2 that the object of the university should be to provide 
" a liberal education and thorough knowledge of the different branches 
of literature, the arts and sciences with their varied applications/ ' 
and that, "so far as practicable," the course of study should begin 
"in the collegiate and scientific departments at the points where the 
same are completed in the high schools." 

By the act of 1893 3 it was provided that: 

The aim and purpose of the University of Washington shall be to provide * * * 
a liberal instruction in the different branches of literature, science, art, law, medicine, 
mechanics, industrial training, military science, and such other departments of 
instruction as may be established therein from time to time by the board of regents. 

In the code of public instruction enacted in 1897 4 the law of 1893 
(above) was reenacted, but with the striking out of the terms "me- 
chanics and industrial training." Meanwhile the following courses 
had been announced in the catalogue of the university: Mining en- 
gineering, 1894; civil engineering, 1895; electrical engineering, 1895; 
pharmacy, 1895; forestry, 1895. Little had been done in any of 
these subjects, however. 

» Law of Washington Territory, 1862-63, p. 477. 3 Session Laws, 1893, ch. 122, sec. 6 (p. 296). 

2 Session Laws, 1890, p. 395, sec. 2. * Session Laws, 1897, Title IV, ch. 1, sec. 183, p. 427. 

46564°— 16 6 



82 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

In the revision of the code of instruction in 1909 * the functions of 
the university were left unchanged, and the provisions of the law of 
1897 are therefore still in force. 

(2) Federal legislation affecting higher education. — In 1862 the 
Federal Government extended its policy of granting land and money 
in aid of higher education in the several States and Territories. The 
first important provision was contained in the first Morrill Act, 
approved July 2, 1862, 2 which provided that certain lands be appro- 
priated to the several States, the income from which — 

shall be inviolably appropriated by each State which may take and claim the benefit 
of this act to the endowment, support, and maintenance of at least one college where 
the leading object shall be, without excluding other scientific and classical studies, 
and including military tactics, to teach such branches of learning as are related to 
agriculture and the mechanic arts, in such manner as the legislatures of the States 
may respectively prescribe, in order to promote the liberal and practical education 
of the industrial classes in the several pursuits and professions in life. 

In an act approved July 23, 1866, 3 the first Morrill Act was amended 
so as to provide : 

That when any Territory shall become a State and be admitted to the Union such 
new State shall be entitled to the benefits of the said act of July 2, 1862, by expressing 
the acceptance therein required within three years from the date of its admission into 
the Union, and providing the college or colleges within five years after such accept- 
ance, as prescribed in this act. 

The second Morrill Act, approved August 30, 1890 4 — 

to apply a portion of the proceeds of the public lands to the more complete endow- 
ment and support of the colleges for the benefit of agriculture and the mechanic arts 
established under the provisions of an act of Congress approved July 2, 1862 — 

outlined further the courses of study to be offered in colleges receiving 
the benefit of Federal funds, the money available through this law — 

to be applied only to instruction in agriculture, the mechanic arts, the English Ian" 
guage, and the various branches of mathematical, physical, natural, and economic 
science, with special reference to their applications in the industries of life and to the 
facilities for such instruction. 

By act of Congress (the Nelson Amendment) approved March 4, 
1907, 5 u for the further endowment of agricultural colleges" appro- 
priations of funds from the National Treasury were provided for 
purposes implied in the Morrill Act and in the title of that law, with 
the further provision : 

That said colleges may use a portion of this money for providing courses for the 
special preparation of instructors for teaching the elements of agriculture and the 
mechanic arts. 

i Session Laws, 1909, Title II, ch. 1, sec. 2, p. 23S. « 26 Stat. L.. 417. 

2 12 Stat. L., 503, sec. 4. b 34 Stat. L., 1256, 1281. 

3 14 Stat. L. 208. 



THE STATE INSTITUTION'S AND PUBLIC EDUCATION. 



83 



In the Hatch Act, approved March 2, 1887/ provision was made— 

to establish agricultural experiment stations in connection with the colleges estab- 
lished in the several States under the provisions of an act approved July 2, 1862, 
and of the acts supplementary thereto. 

Finally the Smith-Lever Act, approved May 8, 1914, was — 

to provide for cooperative extension work between the agricultural colleges in the 
several States receiving the benefits of an act of Congress approved July 2, 1862, and 
of acts supplementary thereto, and the United States Department of Agriculture. 

This act provides : 

That, in order to aid in diffusing among the people of the United States useful and 
practical information on subjects relating to agriculture and home economics, and 
to encourage the application of the same, there may be inaugurated in connection with 
the college or colleges in each State now receiving, or which may hereafter receive, 
the benefits of * * * (the Morrill Acts, etc.) * * * agricultural extension 
work which shall be carried on in cooperation with the United States Department of 
Agriculture. 

Sec. 2. That cooperative agricultural extension work shall consist of the giving of 
instruction and practical demonstrations in agriculture and hoi; e economics to persons 
not attending or resident in said colleges in the several communities, and imparting 
to such persons information in said subjects through field demonstrations, publica- 
tions, and otherwise; and this work shall be carried on in such manner as may be 
mutually agreed upon by the Secretary of Agriculture and the State agricultural 
college or colleges receiving the benefits of this act. 

Under the provisions of the Smith-Lever law the State of Wash- 
ington would be eligible to receive as maximum amounts of Federal 
funds: 



1914-15 $10,000 

1915-16 16,523 

1916-17 21,958 

1917-18 27,394 

1918-19 32,830 



1919-20 $38,266 

1920-21 43,702 

1921-22 49,138 

1922-23 54, 571 

Thereafter 54, 571 



However, to secure amounts above $10,000, the State or other 
parties must make available amounts equal to the amounts appro- 
priated by the Federal Government. 

The State of Washington by an act of the legislature approved 
March 28, 1890, accepted the terms of the Morrill Act of 1862 and 
of the Hatch Act of 1887. Section 2 (concerning the Morrill Act) 
reads as follows: 

That all moneys derived by virtue of said act of Congress from the sale of lands and 
of land scrip shall be immediately deposited with the. treasurer of the State of Wash- 
ington, who shall invest and hold the same in accordance with the provisions of the 
fourth section of the aforementioned act of Congress, approved July 2, anno Domini, 
1862, and the moneys so invested shall constitute a permanent and irreducible fund 
to be entitled "The fund for the promotion of instruction in agriculture and the 
mechanic arts," and the income derived from said funds shall be expended under 
the direction of the commission of technical instruction. (An act appointing this 
commission was appro ed on the same date.) 



24 Stat. L., 440. Cf. also 25 Stat. L., 176, 841, and 34 Stat. L., 63. 



84 EDUCATIONAL SUEVEY OF THE STATE OF WASHINGTON. 

Section 4 of the same act concerning the Hatch Act provided that — 

The treasurer of the State of Washington is hereby authorized to receive all moneys 
to which the State of Washington may become entitled under the provisions of said 
act of Congress approved March 2, anno Domini 1.887, and moneys so received by the 
said treasurer shall be applied under the direction of the commission of technical 
instruction to the uses and purposes of the agricultural experiment station established 
in connection with the Department of Agriculture of the Washington Agricultural 
College and School of Science. 

Provision was made subsequently to receive the benefit of the other 
Federal acts above mentioned. 

It follows, therefore, that as long as the State of Washington 
receives the benefits of the Federal appropriations of land and money 
the State is under obligation in return therefor to provide and sup- 
port a college or colleges in which — 

(1) "The leading object shall be, without excluding other scientific and classical 
studies, and including military tactics, to teach such branches of learning as are re- 
lated to agriculture and the mechanic arts" in such manner as the legislature of the 
State may prescribe, "in order to promote the liberal and practical education of the 
industrial classes in the several pursuits and professions of life." (First Morrill Act, 
sec. 4.) 

(2) There shall be provided "instruction in agriculture, the mechanic arts, the 
English language, and the various branches of mathematical, physical, natural, and 
economic science, with special reference to their application in the industries of 
life." (Second Morrill Act, sec. 1.) 

(3) There may be. provided "courses for the special preparation of instructors for 
teaching the elements of agriculture and the mechanic arts." (Nelson amendment.) 

(4) There shall be provided, "under the direction of the college or colleges or agri- 
cultural department of colleges, a department to be known and designated as 'an agri- 
cultural experiment station. ' ' ' (Hatch Act; Adams Act.) 

(5) There shall be provided, in connection with the agricultural college, "coopera- 
tive agricultural extension work * * * in agriculture and home economics." 
(Smith-Lever Act, sees. 1 and 2.) 

It is to be noted always that the agreement to provide such instruc- 
tion and to perform such duties as those outlined above is an agree- 
ment between the State of Washington and the United States (not 
between the United States and any institution of the State), and that 
the legislature of the State is expressly authorized by the terms of the 
Morrill Act to provide such instruction "in such manner as the legis- 
latures of the States may respectively prescribe." (Morrill Act, 
sec. 4.) 1 

(3) The State coZ%<?.— December 23, 1864, 2 an act was passed by 
the legislature of the Territory — 

for the location of an agricultural college of Washington Territory, under the provisions 
of an act of Congress donating lands to the several States and Territories which may 
provide colleges for the benefit of agriculture and the mechanic arts. 

i For court decisions on this point, see appendix to Ch. VI. 
2 Laws of Washington Territory, 1S64-65, p. 30. 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 85 

Another similar law was passed January 2, 1865. 1 Nothing came 
of either, nor was any action taken further during the Territorial 
period. 

On March 28, 1890, 2 an act was passed "to create a commission of 
technical instruction and to establish a State agricultural college and 
school of science." Section 6 of that act stated — 

That the object of said college shall be to train teachers of physical science and 
thereby to further the application of the principles of physical science to industrial 
pursuits. 

Section 8 read as follows : 

That the said commission shall make provisions that all instructions given in the 
college shall, to the utmost practicable extent, be conveyed by means of practical 
work in the laboratory. Said commission shall provide, in connection with said 
college, the following laboratories: One physical laboratory or more, one chemical 
laboratory or more, and one biological laboratory or more, and suitably furnish and 
equip the same. Said commission shall provide that all male students shall be trained 
in military tactics. Said commission shall establish a department of said college to 
be designated the department of elementary science, and in connection therewith 
provide instruction in the following subjects: Elementary mathematics, including 
elementary trigonometry; elementary mechanics; elementary and mechanical draw- 
ing; land surveying. Said commission shall establish a department of said college 
to be designated as the department of agriculture, and in connection therewith pro- 
vide instruction in the following subjects: First, physics, with special application of 
its principles to agriculture; second, chemistry, with special application of its prin- 
ciples to agriculture; third, morphology and physiology of plants, with special refer- 
ence to the commonly grown crops and their fungous enemies; fourth, morphology 
and physiology of the lower forms of animal life, with special reference to insect pests; 
fifth, morphology of the higher forms of animal life, and in particular of the horse, 
cow, sheep, and swine; sixth, agriculture, with special reference to the breeding and 
feeding of live stock and the best mode of cultivation of farm produce; seventh, 
mining and metallurgy. * * * Such commission may establish other departments 
of said college, and provide courses of instruction therein, when those are, in its judg- 
ment, required for the better carrying out of the objects of the college. 

Failure to agree on the location of the college led to another law, 
approved March 9, 1891 — 

to provide for the location and maintenance of the agricultural college, experiment 
Station, and School of Science of the State of Washington. 

This act provided in section 2 that — 

The agricultural college, experiment station, and school of science created and 
established by this act shall be an institution of learning * * * devoted to 
practical instruction in agriculture, mechanic arts, natural sciences connected there- 
with, as well as a thorough instruction in all branches of learning upon agriculture 
and other industrial pursuits. 

Section 3 provides that — 

The course of instruction of the agricultural college, experiment station and school 
of science shall embrace the English language, literature, mathematics, philosophy, 

i Laws of Washington Territory, 1864-65, p. 32. 
2 Session Laws, 1890, pp. 260 ff. 



86 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

civil and mechanical engineering, chemistry, animal and vegetable~anatomy and 
physiology, the veterinary art, entomology, geology, and political, rural, and house- 
hold economy, horticulture, moral philosophy, history, mechanics, and such other 
sciences and courses of instruction as shall be prescribed by the regents of this institu- 
tion of learning. 

Section 10 provided that — 

The said college and experiment station shall be entitled to receive all the benefits 
and donations made and given to similar institutions of learning in other States and 
Territories of the United States by the legislation of the Congress of the United States 
now in force or that may be enacted. 

Section 13 continued the force of section "8 of the law of 1889: 

Sec. 13. This act shall not be construed as impairing section eight (8) of the act to 
establish a commission of technical instruction of the session laws of 1889. 

Such are the laws of the State determining the functions and scope 
of the State College of Washington at the present time. 

As the only college at present designated by the State legislature 
to receive the benefits of the Federal funds, the State college must 
perform the functions previously outlined. 

By specific acts of the State legislature, it must provide instruction 
in agriculture, the mechanic arts, the natural sciences related thereto, 
all branches bearing on agriculture and other industrial pursuits, the 
English language, literature, mathematics, philosophy, civil and 
mechanical engineering, chemistry, animal and vegetable anatomy 
and physiology, the veterinary art, entomology, geology, political 
economy, rural economy, household economy, horticulture, moral 
philosophy, history, mechanics, mining and metallurgy, elementary 
science (including elementary mathematics, elementary mechanics, 
elementary and mechanical drawing, land surveying), and such other 
courses as the board of regents may have instituted or may institute. 

II.— PRESENT SCOPE OF THE WORK OF THE COLLEGE AND OF THE ^UNIVERSITY. 

(1) The college. — With the exception of philosophy, the State col- 
lege at the present time is offering instruction in all the branches of 
learning specifically mentioned by law as within its scope. In 
addition, it offers courses in forestry, pharmacy, music, architecture, 
electrical engineering (which may in some senses be classed as me- 
chanical engineering), foreign languages (French, German, Latin, 
Spanish, Scandinavian), oral expression, and dramatic art. In the 
following list are indicated the various groups of subjects offered 
according to the catalogue of 1915, together with the number of 
courses offered in each group: 

Mathematics (20), civil engineering (27), chemistry (37), botany (35), zoology, in- 
cluding entomology (24), agriculture (54), horticulture (30), forestry (17). English (37). 
economic science, including some commerce (22), history (12), political science (9), 
mechanical engineering (36), electrical engineering (21), physics (18), architecture (23). 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 87 

German (20), French (13), Spanish (5), Scandinavian (8), mining engineering (21), 
geology (19), home economics (24), pharmacy (12), veterinary science (36), Latin (19), 
rural law and readings in Blackstone (2 listed in department of Latin), education 
(including psychology) (12, plus courses in special methods in departments of agri- 
culture, botany, chemistry, home economics, English, history, Latin, mathematics, 
modern languages, physics, physical education listed in those departments), manual 
arts (15), music (48), fine arts (21), oral expression and dramatic art (22), elementary 
science (6 courses, each three years in length, in agriculture, horticulture, mechanic 
arts, commercial, home economics, general), military science (4), physical education 
(11), mechanic arts (36) — a total (excluding elementary science, military science, and 
physical education) of 755 separate courses offered in 1914-15, when (excluding summer- 
school students and those enrolled in elementary science) 1,021 students were in 
attendance. 

During the first semester of 1914-15 the number of courses of 
collegiate grade actually given was 274, of which 89 enrolled less than 
5 students each. During the second semester the number of courses 
actually given was 293, of which 98 enrolled less than 5 students each. 
Of all semester-collegiate courses actually given in 1914-15, nearly 
one-third enrolled from 1 to 4 students each. 1 

(2) The university. — With the exception of medicine, which is 
represented by certain premedical courses only, the State university 
at the present time is offering instruction in the branches of learning 
specifically mentioned in the law. In addition it offers courses in 
four forms of engineering, in forestry, pharmacy, education, home 
economics, architecture, music, journalism, commerce, fine arts. 

In the following list are indicated the various groups of subjects 
offered according to the catalogue of 1915, together with the number 
of courses (in parentheses) offered in each group: 

Botany (37), chemistry (37), English (47), French (17), Italian (2), German (29), 
Greek (14), Latin (20), Spanish (14), Scandinavian (10), geology (30), history (40), 
home economics (26), journalism (16), mathematics and astronomy (45), oriental 
history, etc. (8), philosophy and psychology (27), physical education (16), physics 
(26), political and social science, including commerce (40), public speaking and 
debate (10), zoology (19), education (32, plus courses in special methods listed in 
other departments), chemical engineering (16), civil engineering (39), electrical 
engineering (22), mechanical engineering (34), music (254-), architecture (14), design 
and drawing (4), forestry (48), law (48), mining engineering and metallurgy (34), 
pharmacy (17) — a total of 863 separate courses offered in 1914-15 when (excluding 
summer school students) 3,307 students were in attendance. 

During the first semester of 1914-15 the number of courses actually 
given was 398, of which 95 enrolled less than 5 students each. During 
the second semester 421 courses were actually given, of which 102 
enrolled less than 5 students each. Of all semester courses actually 
given in 1914-15 nearly one-quarter enrolled from 1 to 4 students 
each. 

i Cf. Table 21, p. 89. 



88 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

III.— ENROLLMENTS AT THE STATE COLLEGE AND AT THE STATE UNIVERSITY IN 1914-15. 

(1) Distribution according to major departments. — With some 
unimportant allowances for differences in administrative organization 
and nomenclature, the distribution of students at the State college 
and at the university according to major departments of study may 
be seen from the following table : 

Table 20. — Enrollments at the State college and university, 1914-15} 





College. 


University. 


Both. 


Major courses. 


■si 
**| 

3,2 8 


I 

o 
o 

u 

o 


CO 


3 

o 


bo 

B 
1 

co 
ft 


i 

8 

O 


6 

CO 

ft 
02 


"A 

o 


bb 

1 

S 

CO 


o 

o 

o 

CO 


B 

CO 

ft 
00 


1 






205 

46 

29 
58 
36 
26 






205 

46 

29 
58 
36 

26 


890 
268 

146 
180 
90 
70 

64 

77 
70 
76 


"*'m 


96 
14 

5 

48 

1 

5 

1 

10 

17 

18 


986 
282 

151 
228 

91 
113 

65 
107 

87 

94 


1,095 
314 

175 

238 

126 

96 

64 

82 

87 

106 

14 

345 

25 

258 

121 

136 

102 

66 

100 

65 

107 


"""38 

"""20 
21 

"*26 


96 


1 1Q1 








14J '328 

5 180 

48,' 286 
1 127 
5 139 
1 65 


Engineering: 

Civil 






























Forestry 


5 
17 
30 
14 
96 
13 
258 
23 


(") 

21 




5 
38 
30 
40 
96 
13 
355 
35 


10 112 




17 i'-£ 


Education 


18 
"*9 


124 




6 26 




40 




248! 
12 




9 


258 

12 


354 








25 




9 97 

6 12 








97 
12 

"""40 


'"l6 
4 

16 


355 




98 
136 
102 

66 
100 

65| 
107 


" *12'40 


16 

4 

16 


114 
140 
158 

66 
100 

65 
190 


14£ 


Journalism u 


140 


Commerce 










158 


Premedical 










66 
100 

65 
1<¥» 


Preparatory to law 



















Library economics 






























83 




S3 


Elementary science 






13 256 
9 


256 
9 


256 256 
9 9 


Mechanic arts i* 































Totals" 


856 


156 


13 265 


1,277 
335 


2, 866 1 


98 


343 


3,307 
743 


3,722 


254 


608 4.584. 


Summer school 




1,118- 


















Grand total 


1,612 


4,050 


5,702 










1 









1 Figures taken from data for the State college submitted on sheet headed "Students majoring in the 
various departments," and data for the university on sheets headed "Enrollment, 1914-15", together 
with data on pages 510 and 511 of the bulletin of the university of Washington, April, 1915, catalogue. 
Figures indicate only the numbers of students specializing in certain courses. Figures for those studying 
in various fields are much greater. 

2 Includes at the State college economic science and history, English (general course), Latin, modern 
languages, and such other general courses as are not separately listed in the State college enrollment. At 
the university includes students registered in the college of liberal arts, except home economics, journalism, 
library economy, commerce, and law preparatory departments. 

3 Includes at the State college botany, chemistry, economic biology, geology, mathematics and physics, 
zoology. Includes at the State university all enrollment of the school and college of science, except 
home economics and premedical ocurse. 

« Includes hydroelectrical engineering. 

6 Three months' course. 

•« Three-year courses, admission to which is based on less than 15 units of secondary school work. 

7 Includes at the State university students in the college of liberal arts majoring in home economics, and 
In the college of science majoring in home economics. 

s Includes at the State college horticulture. 
» Six weeks' course. 

10 Includes at the State college a few others majoring in fine arts in general or other departments. 

11 Some courses offered in the department of English at the State college. 
" Two-year course. 

13 Work in general of secondary school grade. 
" Subcollegiate courses in manual arts. 
is Excludes double registration. 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 



89 



(2) Students enrolled in, various departments. — The following table 
indicates the gross enrollment in various departments of the State 
college and of the State university for 1914-15, each student being 
counted as many times as his name was found in the class lists in 
each department. 

Table 21. — Gross enrollment in 191 4-15. } 





College. University. 


Courses. 


Number of 
courses given. 


Gross 
enrollment. 


Number of 
courses given. 


Gross 
enrollment. 




First 
semes- 
ter. 


Second 
semes- 
ter. 


First 
semes- 
ter. 


Second 
semes- 
ter. 


First 
semes- 
ter. 


Second 
semes- 
ter. 


First 
semes- 
ter. 


Second 
semes- 
ter. 




69 
45 

14 
6 

15 
8 
4 
4 
7 
9 

11 
8 

24 
9 

15 


78 
49 

9 
9 
12 
7 
8 
6 
5 
13 
10 
8 
23 
12 
16 


1,430 
813 

132 
39 

216 
28 
11 
37 

140 


1,308 
822 

85 
55 
150 
24 
21 
73 


136 
71 

21 
14 
20 
12 
14 
10 


131 

78 

27 
15 
23 
13 
14 
12 
22 


3,977 
2,957 

489 
228 
521 
89 
239 
159 
492 


3,960 
2,424 




Engineering: 

Civil 


644 




181 




475 




115 




167 




160 




lift i 21 


708 




159 218 








159 
35 
467 
117 
125 


141 

64 

483 

83 


16 

3 


14 

4 


512 
85 


400 


Architecture ». 


79 














168 


20 
10 

27 
3 


21 

12 

30 

5 


652 

200 

1,152 

125 


660 




224 












1,185 




7 


10 

18 
76 


48 

71 

1,252 


71 

95 

1,154 


134 




18 
69 
























Total 


343 
274 


369 
293 


5,079 
3,827 


4,931 
3,777 












398 


421 


11,877 


11,516 







1 These figures are taken from enrollment figures supplied for this purpose by the registrars of the two 
institutions. In the case of the State college the figures for elementary science were separated from the 
figures for the other departments. 

2 Including English, foreign languages, history, economic, social, and political science, philosophy, etc. 

• Including botany, chemistry, geology, mathematics, zoology, etc. 

* Including painting, drawing, expression and dramatic art, public speaking. 
6 Special noncollegiate course at the State college. 



90 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

(3) Geographical distribution of students, 1914-15. — The geograph- 
ical distribution of the students in attendance at the State college 
and at the university in 1914-15 (including summer schools of 1914) 
was as follows (duplicates excluded) : 

Table 22. — Distribution of university and State college enrollments in 1914-15 according 
to counties in which students reside. 





College. 


University. 


Both. 


Counties. 


Regular 
session. 


Sum- 
mer 
session. 1 


Total. 


Regular 
session. 


Sum- 
mer 
session. 


Total. 


Regular 
session. 


Sum- 
mer 
session. 


Total. 




14 
17 
20 
11 
18 
11 
10 


3 
2 

2 
2 
7 
2 
2 


17 
19 
22 
13 
25 
13 
12 


8 
8 
7 

45 

18 
8 

15 
2 

16 
5 


2 

2 

. 4 

11 

13 

2 

6 

2 

3 

1 


10 
10 
11 
56 
31 
10 
21 
4 
19 

6 


22 
25 
27 
56 
36 
19 
25 

2 
31 

8 

8 

5 

15 
14 

7 

28 
2,078 
36 
44 
11 
52 
38 
16 
25 
13 

2 

230 

13 

61 

3 
130 
262 
23 
38 
58 

5 
90 
307 
114 


5 

4 

6 

13 

20 

4 

8 

2 

6 

7 

4 

..... 

5 
12 

8 

281 

15 

16 

7 

16 
11 

4 
11 

8 

2 
129 

1 
18 

2 
42 
66 
11 
16 
27 

2 
24 
85 
32 


27 




29 




33 




69 




56 




23 


Clarke 


33 




4 




15 
3 

8 

4 
12 
13 

5 

10 
75 
11 
20 

6 
17 
28 

4 
14 

2 

1 
56 

2 
14 

2 
47 
157 
16 
24 
36 

5 

33 

296 

52 


3 

6 

4 

..... 

3 
8 
6 
2 29 
2 
8 
1 
2 
6 
4 
7 
1 
2 
2 92 
..... 

2 
9 

31 
9 
7 

17 
2 
4 

78 

14 


18 

9 
12 

4 
15 
16 
13 
16 
2 104 
13 
28 

7 
19 
34 

8. 
21 

3 

3 
2 148 

2 
21 

4 
56 
188 
25 
31 
53 

7 

37 

374 

66 


37 




15 




12 




1 

3 

1 

2 

18 

2,003 

25 

24 

5 

35 

10 

12 

11 

11 

1 

174 

11 

47 

1 

83 

105 

7 

14 

22 


..... 

2 

4 

2 

252 

13 
8 
6 

14 
5 

4* 

7 

37' 

1 
11 

33* 

35 

2 

9 

10 


1 
4 
3 
6 

20 

2,255 

38 

32 

11 

49 

15 

12 

15 

18 

1 

211 

12 

58 

1 

116 

140 

9 

23 

32 


5 


Garfield. - 


19 




19 




19 




36 




2,359 




51 




60 




18 




68 




49 




20 




36 




21 


Pend Oreille 


4 




359 




14 


Skagit 


79 









172 




328 




34 




54 




85 




7 




57 
11 
62 


20 
7 
18 


77 
18 
80 


114 




392 


Yakima 


146 




1,089 
127 


387 
32 


1,476 
159 

8 


2,888 

357 

62 


547 

193 

3 


3,435 

550 

65 


3,977 

484 

62 


934 

225 

3 


4.911 




709 




73 












1,216 


419 


1,643 


3,307 


743 


4,050 


4,523 


1,162 


5,635 



1 Includes short-course winter session (95 students). 

2 Summer school is maintained at Puyallup, Pierce County. 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 



91 




92 



EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 




if 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 



93 



Table 23. — Distribution of university and State college enrollment in 1914-15 according 
to the three main sections of the State. 





College. 


University. 


Both. 


Sections of State. 


Regular 
session. 


Sum- 
mer 
session. 


Total. 


Regular 
session. 


Sum- 
mer 
session. 


Total. 


Regular 
session. 


Sum- 
mer 
session. 


Total. 


Western J , 


343 
157 

589 


2 182 
50 
155 


2 525 

207 
744 


2, 552 
160 
176 


412 
71 
64 


2,964 
231 
240 


2,895 
317 
765 


594 
121 
219 


3,489 


Central 3 


438 


Eastern 4 


984 







1 West of Cascades. 

2 A summer school is maintained at Puyallup, Pierce County. 

3 East of Cascades and west of Ferry, Lincoln, Adams, Franklin, Walla Walla (western boundaries). 

4 Remainder of State. 

The fuller meaning of this geographical distribution of students 
becomes clear when these figures are reduced to per cents. The two 
tables following present such figures. 

Table 24.— Per cents of the total enrollment of the State institutions from each of the 
three main sections of the State. 





College. 


University. 


Both. 


Section of State. 


Regu- 
lar 
session. 


Sum- 
mer 
session. 


Total. 


Regu- 
lar 
session. 


Sum- 
mer 
session. 


Total. 


Regu- 
lar 
session. 


Sum- 
mer 
session. 


Total. 


Western 


31.5 
14.5 
54.0 


47.1 
12.9 
40.0 


35.6 
14.0 

50.4 


88.4 
5.6 
6.0 


75.3 
13.0 
11.7 


86.3 
6.7 
7.0 


72.8 
8.0 
19.2 


63.6 
13.0 
23.4 


71.0 


Central 


9.0 




20.0 






Total 


100.0 


100.0 


100.0 


100.0 


100.0 


100.0 


100.0 


100.0 


100.0 







Table 25. — Per cents of the total number of collegiate students residing in each of the 
three main sections of the State enrolled at the university and the State college. 





1 

Western section. 


Central section. 


Eastern section. 


Institutions. 


| Regu- 
lar 
1 session. 


Sum- 
mer 
session. 


Total. 


Regu- 
lar 

session. 


Sum- 
mer 

session. 


Total. 


Regu- 
lar 

session. 


Sum- 
mer 
session. 


Total. 


College 

University 


.... 11.8 
.... 88.2 


30.6 
69.4 


15.0 
85.0 


49.5 
50.5 


41.3 

58.7 


47.3 
52.7 


77.0 
23.0 


71.2 

28.8 


75.5 
24.5 



From these figures a number of important facts may be observed, 
as follows: 

(1) Attendance at the State college or university is determined to 
a considerable extent by geographical factors. 

(2) About 85 per cent of the enrollment at the university is from 
west of the Cascade Mountains. 

(3) A]bout one-half of the enrollment at the State college is from 
the eastern part of the State. 



94 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

(4) About 70 per cent of the total number of students in the 
higher institutions of college grade are from west of the Cascade 
Mountains, about one-tenth from the central portion of the State, 
and about one-fifth from the eastern part of the State. 

(5) Of students attending such institutions from the western part 
of the State, 85 per cent are at the university and 15 per cent at the 
State college. 

(6) Of students attending such institutions from the eastern part 
of the State, about three-fourths are at the State college and one- 
fourth at the university. 

(7) Students from the central part of the State are about equally 
divided between the two institutions. 

For purposes of comparison the distribution of the population in 
the three sections of the State, according to the census of 1910, is 
added. 

Table 26. — Population, by sections, in 1910. 





Sections. 


Population. 


Per cent. 


Western 




735, 576 


64 


Central 




124, 303 


11 


Eastern 




285,397 


25 










Total 


t 1. 145.27ft 


100 







IV.— TOTAL INSTRUCTION GIVEN IN REGULAR SESSIONS, 1914-15. 

The actual work of the two institutions is not indicated by the 
number of courses offered or given, nor by the numbers of students 
enrolled in major departments, nor yet by the gross enrollment. 
Probably the most accurate measure is the aggregate number of 
student clock hours of instruction. This is determined by multi- 
plying the number of hours (including laboratory, etc.) per week that 
a course is given for a semester by the number of students enrolled in 
that course. Thus, a class which meets for any kind of instruction 
five hours per week (per semester) and in which 20 students are 
enrolled provides 100 student clock hours. 1 

In the following table are indicated the number of student clock 
hours actually given in 1914-15 in the State college and in the uni- 
versity, 2 together with the number of " full-time " instructors engaged. 5 

i Cf. definition in Ch. V, p. 67. 

2 This table presents a summary of certain portions of Tables 13 and 14. 

3 Certain instructors give but a fraction of their time to the work of instruction or divide their time 
between two or more departments. In estimating the number of instructors in each department these- 
persons are reckoned as fractional instructors. 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 95 

Table 27. — Instructors and student clock hours in 19 1 4-15. 



Departments. 



College. 



Number of 
instructors. 



First 
semes- 
ter. 



Second 
semes- 
ter. 



Student clock 
hours. 



First 
semes- 
ter. 



Second 
smej 

ter. 



University. 



Number of 
instructors. 



First 
semes- 
ter. 



Second 
semes- 
ter. 



Student clock 
hours. 



First 
semes- 
ter. 



Second 

imei 
ter. 



Agriculture 

Architecture 

Botany 

Chemistry 

Education 

Mathematics 

Civil engineering 

Mining engineering 

Electrical engineering 

Mechanical engineering , 

Physics 

English 

History 

Economic, social, and political science 

Modern languages 

Ancient languages 

Home economics 

Horticulture 

G eology 

Zoology 

Forestry • 

Pharmacy 

Fine arts 

Law 

Veterinary 

Philosophy and psychology 

Photography 

Manual arts 

Oriental history 

Library economy 

Public speaking 



8 T V 

2 

3} 

2 

61- 

2 

8J 



2,176 

99 

1,247 

2,021 

453 



161 

1,852 

1,862 

1,639 

1,571 
37 
994 
554 
208 
284 
22 
214 
342 



25 



( 2 ) 



45 



A 



( 2 ) 



738 
( 2 ) 
32 



( 3 ) 



( 8 ) 



( 8 ) 



Total*. 



85f 



852 



17,632 



2,183 
242 
774 

2,117 
720 

1,069 

103 

1,440 

1,974 



1,474 
146 



350 
319 



71 

360 



0) 

6i 
13 

5 

10| 
10i 

4 

3i 

5 

5f 
14 

6f 

9 
19| 

5 

5 



H) 



1,064 
( 2 ) 
36 

28 



5g 



( a ) 



17,315 



i Cf. fine arts. 
2 Cf. education. 



C 1 ) 

2,926 
7,299 
1,375 
3,139 
3,117 
376 
916 
2,350 
1,568 
3,871 
2,903 
3,469 
5,394 
836 
1,252 



1,252 
2,858 
1,051 
998 
2,312 
2,565 



1,907 



310 

168 
290 



167 55,062 



3 Cf. English. 

4 Excluding physical education and military tactics. 



0) 

2,172 
5,809 
1,633 
2,691 
4,399 
753 
920 
1,962 
1,455 
3,247 
2,870 
3,107 
5,146 
826 
1,324 

'i,'462 
3,080 
1,215 
1,096 
3,033 
2,197 



1,786 



296 
198 
521 



53,757 



V. GRADUATES OF THE TWO INSTITUTIONS. 

(1) Tlie college. — The range of the instruction provided at the 
State college in the past and at present may be noted from the degrees 
granted to its graduates. Summarized data are available for the 
years 1897 to 1915 only. 1 



Compiled from catalogue for 1915. 



96 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 
Table 28. — Degrees granted by the State college. 



Courses. 


1897-1914 


1915 


Total. 


Number. 


Per cent. 


Number. 


Per cent. 


Number. 


Per cent. 


Agriculture 


67 
42 

91 

96 

19 

47 

69 

30 

14 

20 

6 

57 

88 

27 

12 

27 

10 

27 

9 

1 

1 

5 

164 

8 

63 

7 

9 


6.6 
4.2 

9.0 
9.5 
1.9 
4.7 
6.9 
3.0 
1.4 
2.0 
.6 
5.7 
8.7 
2.7 
1.2 
2.7 
1.0 
2.7 

:? 

.1 
.5 

16.2 
.8 

6.2 
.7 
.9 


- 

27 
11 

4 

? 

4 
12 
4 


20.6 

8.4 

3.1 
6.9 
.8 
3.1 
9.2 
3.1 


94 
53 

95 

105 

20 

51 

81 

34 

14 

21 

6 

63 

98 

35 

18 

33 

11 

30 

9 

1 

1 

5 

171 

10 

69 

7 

12 


8 3 


Horticulture 


4 6 


Engineering: 

Civil 


8 4 


Electrical 


9 2 


Mechanical 


1 8 


Mining 


4 5 


Home economics 


7 1 


Chemistry 


3 


Zoology 


1 2 


Botany 


1 


.8 


1 8 


Geology 


5 


English 


6 
10 
8 
6 

\ 

3 


4.6 

7.6 
6.1 
4.6 
4.6 
.8 
2.3 


5 6 


Economic science and history 


8.6 


B. A. (general) 


3 


B. S. (general) 


1.6 


Education 


2 9 


Mathematics and physics 


1.0 


Modern languages 


2.6 




.8 


Forestry 






.1 








.1 


Pharmacy, B. S. in 






.4 


Pharmacy, graduates in 


7 
2 
6 


5.3 
1.5 

4.6 


15.1 


Veterinary medicine, B. S. in 


.9 
6.2 


Music, B. A. in 


.6 


Music, graduates in 


3 


2.3 


1.1 






Total.. 


1,016 
11 




131 




1,147 
11 




Counted twice 


















Net total 


1,005 


100.8 


131 


100.2 


1,136 


101.0 







Apparently in the early history of the State college a relatively 
small proportion of the total number of degrees was granted in the 
field of agriculture, a relatively large proportion in engineering, 
and a relatively large proportion in the liberal arts. There were 
also many degrees of " graduates in pharmacy." It appears from the 
degrees granted in 1915, however, that agriculture is coming to its 
own in the State college. 1 This becomes more apparent when figures 
are grouped as follows: 

Table 29. — Per cents of graduates. 





Courses. 


1897-1914 


1915 


Agriculture and horticulture 


Per cent. 

10.8 

25.1 

6.8 

7.0 

9.2 

20.7 

21.2 


Per cent. 
29.0 


Engineering 


13.9 


Home economics 


9.2 


Veterinary 


6.1 


Sciences 


9.3 


Liberal arts 


20.6 


Other departments 


12.2 








Total 


100.8 


100.2 







(2) The university. — A similar tabulation of the degrees granted 
by the university during the same period appears in Table 30. 

i In the year 1914-15 the total expenditure of the State college for agriculture was S2SS.2S9, or 51 per cent of 
its total budget. This does not include instruction in botany, zoology, chemistry, and other necessary 
scientific foundations for all agricultural study and experimentation. 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 



97 



Table 30. — Degrees granted by the university. 

BACHELOR DEGREES. 



Courses. 


1876-1914 


1915 


Total. 


Number. 


Per cent. 


Number. 


Per cent. 


Number. 


Per cent. 




1.294 
1 
43 
14 
9 
13 
80 
76 

28 


54.28 

.04 

1.80 

.58 

.38 

.55 

3.36 

3.19 

1.17 


142 


40.23 


1,436 
1 
94 
14 
15 
17 
90 
92 

34 
1 

63 
9 

2 

13 

23 

40 

171 

13 

392 

5 

4 


52.46 




.04 




51 


14.45 


3.43 


Bachelor of science in home economics 

Bachelor of science in college of engineering 
Bachelor of sciencein chemical engineering 

Bachelor of science in civil engineering 

Bachelor of science in electrical engineering. 
Bachelor of sciencein mechanical engineer- 


.51 


6 
4 
10 
16 

6 
1 
3 
2 


1.70 
1.13 
2.83 
4.53 

1.70 
.28 
.85 
.57 


.55 

.62 

3.28 

3.36 

1.24 




.04 


Bachelor of science in mining engineering. . 
Bachelor of science in geology and mining . 
Bachelor of science in metallurgical engi- 


60 

7 

2 

8 

21 

34 

154 

13 

351 


2.52 
.29 

.08 

.34 

.88 

1.43 

6.46 

.55 

14.72 


2.30 
.33 

.07 


Bachelor of science in college of forestry. . . 


5 
2 
6 
17 


1.42 

.57 
1.70 
4.82 


.47 
.84 




1.46 




6.28 




.47 




41 
5 


11.61 
1.42 


14. 32 




.18 




4 


.17 


.15 










Total 


2,212 


92.79 


317 


89.81 


2,529 


92.40 







GRADUATE DEGREES. 





136 
1 

11 
2 
1 


5.71- 
.04 
.46 
.08 
.04 


13 
3 

14 


3.68 

.85 

3.97 


149 
4 

25 
2 
1 
1 
1 
5 
6 
2 
9 
1 
2 


5.44 




.15 




.91 




.07 


Master of science in chemical engineering. . 






04 


1 


.28 


.04 


Master of science in electrical engineering. . 


1 
4 
4 
2 
8 
1 
1 


.04 
.17 
.17 
.08 
.34 
.04 
.04 


.04 


1 
2 


.28 
.57 


.18 




.22 




.07 




1 


.28 


.33 




.04 


Ph. d :. .* 


1 


.28 


.07 








172 
2,212 


7.21 
92.79 


36 
317 


10.19 
89.81 


208 
2,529 


7.60 




92.40 








2,384 
271 


100.00 


353 
5 


100.00 


2,737 
276 


100.00 












2,113 




348 




2,461 














613 

84 




108 

79 




721 
163 





















The following table indicates the professional distribution of the 
graduates of the State university, 1876-1915, according to present 
occupations: 

Table 31. — Professional distribution of State university graduates. 

Home making 471 

Law 339 

Literary and newspaper work 33 

Pharmacy - 161 

Religious and social 21 

Unknown 66 



Agriculture 25 

Business 119 

Chemistry 9 

Engineering 270 



Fine arts 

Forestry 

Government science. 

Education 

46564°— 16 



21 

11 

67 

810 



Total. 



2,461 



98 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

Particularly noticeable here are the number engaged in "home 
making/' emphasizing the importance of home economics, and the 
number engaged in teaching, emphasizing the importance of education 
in the university. 

APPENDIX TO CHAPTER VI. 

The competence of a State legislature to determine the college or colleges to receive 
the benefits of the Federal acts and to distribute functions as it may see fit has been 
determined by the State and Federal courts too often to leave any ground for doubt. 
(156 Mass., 150 (30 N. E., 555); 51 Miss., 361; 39 Southern, 929; 17 R. I., 815 (21 Atl., 
916); 14 Wyo., 318 (84 Pac, 90) (206 U. S., 278); 136 U. S., 152.) 

Thus in the case of the Wyoming Agricultural College v. Irvine (84 Pac, 90) (decision 
affirmed by the Supreme Court of the United States) it was held: 

(1) That the act of Congress July 2, 1862, and act of Congress August 30, 1890 (first 
and second Morrill Acts), constituted a grant to the several States, and not to the colleges 
competent to receive the same in the States to be received through the State as a mere 
conduit. 

(2) It was the duty of the State legislature to select the beneficiary entitled to 
receive and expend the funds received under the congressional acts. 

(3) That the Wyoming Agricultural College * * * was a public corporation 
whose charter did not constitute a charter which the State was prohibited from 
impairing. 

(4) That under the act of July 2, 1862, a college may be a department or college 
of the State university whose leading object is instruction in the subjects prescribed 
by the acts of Congress (Morrill and Hatch Acts), and it makes no difference that a 
majority of the students are enrolled in other departments. 

(5) That the donations are to the State, and not to any institutions of the State. 

In the case of the State versus Vicksburg & Nashville Railroad Co. (51 Miss., 361) 
the court said: 

The discretionary power of the legislature over the subject is full. The legisla- 
ture is free to establish one or more colleges of the character described in the act of 
Congress and make them the recipients of the interest of their support, or it may 
bestow it, as it has done, upon the universities. Both of them are subject to change 
and modification by the legislature. Against the State neither can set up a vested 
right to property or corporate franchise. 

la the case of the State (of Florida) versus Bryan (39 Southern, 929) the court held 
that the legislature had the power to prescribe what college or colleges should be the 
recipient or recipients of the interest in the fund derived from the sale of lands donated 
in the Morrill Act; the power to bestow it for such purposes and upon a university 
of the State, as it might elect; the power to withdraw the interest from any institu- 
tion of learning which had been the recipient of it and found another institution 
at any time it might elect to do so and make it the recipient of said interest for such 
instruction. 

In the case of Massachusetts Agricultural College versus Marden, State Treasurer, 
et al. (30 N. E., 555), the supreme court of Massachusetts held that: 

Under act of Congress August 30, 1890, providing for the payment to the various 
States of money for the more complete endowment and maintenance of colleges for 
the benefit of agriculture and the mechanic arts now established, or which may be 
hereafter established, in accordance with act of Congress July 2, 1862, States are not 
restricted in the use of the money to one college in each State or to colleges estab- 
lished subsequent to the act of 1862. 



• THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 99 

Chapter VH. 
WARRANTED AND UNWARRANTED DUPLICATION. 

THE PRINCIPLE OF MAJOR AND SERVICE LINES, 

Nineteen States, of which Washington is one, maintain colleges 
of agriculture and mechanic arts as separate institutions not con- 
nected with the State university. The harmonious and economical 
adjustment of these two types of institutions to the performance 
of the State's educational task and the establishment of definite 
and equitable relations between them constitute possibly the 
greatest problem in educational administration in the United States. 
Three elements in the problem have proved most fruitful causes of 
difficulties. They are, first, the common belief that a college of 
agriculture and mechanic arts is in its nature a " lower" type of'; 
institution than a university and that it can not properly be rallied; 
with a university; second, the confusion of the words " university 
and "universal," with the result that many— some university 
authorities among them — believe that a university is under implied! 
contract with its sponsors to teach everything; and, third, the devel- 
opment of an almost superstitious horror of duplication of courses. 
This last lias been stimulated in many cases by partisan institutional 
officials for selfish ends. It is worth while to discuss these three 
matters briefly. 

Unquestionably the State university was at first intended to be 
the ranking institution in the State. It was assumed that all higher 
training would center in it. But most State universities were estab- 
lished before the differentiation of higher education into separate 
specialized fields of subject matter. This development has taken 
place within 50 years. The same period has seen the rise of the land- 
grant college. Land-grant colleges have indeed borne an important 
part in the great modern movement which has led to the elevation 
of applied science among the learned professions; they have con- 
tributed largely to this differentiation of professional lines which 
marks present-day higher education. 

In the beginning the land-grant college was undoubtedly not of 
equal standing with the university. In some States it is still on a 
lower academic level, but in States where higher education in both 
the applied subjects and the older scholastic subjects has been best 
supported and most wisely administered the disparity between 
these two types of institutions has wholly disappeared. It should 
be emphasized that it remains with the institutions and with the 
States to establish the full educational equivalence of the land- 
grant college and the university. If the land-grant college has as 
high entrance requirements, as severe educational standards, and 
as able a corps of instructors, it is a university (no matter what 
it is called), doing work of equal rank with that offered by the uni- 



100 EDUCATIONAL SURVEY OP THE STATE OF WASHINGTON. 

versity proper. More especially is this true of the land-grant col- 
leges which have developed graduate courses and encouraged research 
in the applied sciences. In Washington, it might be remarked in 
passing, the complete educational parity between the university 
and the land-grant college has long been established and is gener- 
ally recognized. Neither institution has yet developed graduate 
work to any large extent, although the university has now made a 
beginning in this field. The committee is happy to contribute its 
testimony as to the high standards set by the State college for entrance 
and their rigid enforcement, as well as to the serious and valuable 
character of the research work already done by members of the staff. 

It is generally admitted by all who study education that no univer- 
sity, no matter how wealthy, can cover the whole field of human 
knowledge. No university can longer be universal. Every univer- 
sity must, to a certain degree, specialize; it must give higher training — 
if possible, the highest — in those subjects and professions which its 
constituents ought to know or to practice. Some universities can, 
of course, provide for instruction and research in more different lines 
than others. But the test of a university's standing and greatness 
is not the size of the territory over which it spreads. The true tests 
are the quality of the work which it does and the eminence of the 
scholars who make up its faculty. A university is an institution 
where men are taught to think universally, not one that attempts to 
cover the universe. 

Those States which maintain separate land-grant colleges have in 
effect divided their universities and have created a university system. 
If they have been wise enough early enough to differentiate the 
functions of the two institutions, they may have assigned to one the 
liberal arts and the learned professions, to another the applied sciences 
and agriculture, or they may have made some other division; but 
unfortunately few States have possessed this wisdom. In any event 
it must be recognized that where a State university system exists, 
instead of a single institution, the field of the university proper is 
likely to be abbreviated. This is entirely just, and from the point 
of view of the State may not be a disadvantage. In fact the existence 
of two or more institutions of collegiate rank undoubtedly increases 
the total number of students who avail themselves of higher educa- 
tion. Every institution exerts a strong, magnetic pull on its 
immediate environment. 1 

The word "duplication" has become a bogy. Many believe it 
designates what is tantamount to a crime in public or institutional 
management. Duplication, however, is of two kinds. One of ^ these 
is perfectly harmless, justifiable, desirable, necessary. The other is 
exceedingly undesirable, first on the ground of expense and second 
on the ground of the animosities which it engenders. 

1 See tables on p. 90 and p. 93, ch, 6. 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 101 

What is the extent of harmless necessary duplication ? First of all, 
the fundamental subjects, such as English, a limited amount of 
modern languages, physics, chemistry, biology, history and economics, 
and many more must be taught in every institution of collegiate 
grade. The maintenance of a college without them is unthinkable, 
even if it is a strictly technical institution. These subjects form, a 
sort of universal groundwork. Moreover, the allegation so often 
made that duplication is expensive and wasteful is probably untenable 
as applied to such subjects as have just been mentioned. Work in 
elementary mathematics, in chemistry, or in English composition 
may be just as economically carried on in two or three places as in 
one, if the instructors are paid at the same rate, the classes are of the 
same size, and each plant is full to the point of saturation. Similarly, 
laboratory space for several hundred elementary students in biology 
or physics may as well be provided in two places as in one. Duplica- 
tion of this sort is not unlike that which prevails among all high 
schools. It constitutes neither an educational nor a fiscal problem 
for the State. The important thing is to keep clearly in mind the 
distinction between such duplication as this and the kind of duplica- 
tion discussed in the next paragraph. 

In any but the most populous and wealthy States the proposition 
that the State should establish out of hand two or more schools of 
law or medicine or dentistry would not be seriously considered. The 
demand for men trained in these professions would not warrant it, 
and the expense, unless justified by the demand, would be an inex- 
cusable extravagance. Probably no State would at present think 
of establishing two graduate schools to conduct costly research in the 
same departments for a few students each. In the same way it is 
doubtful whether any State not already having two or more schools 
of engineering would seriously contemplate the establishment of more 
than one. Engineering education constantly becomes more expen- 
sive and involves constant additions to institutional equipment in 
the shape of costly appliances. Training in these and other pro- 
fessional lines is largely a thing by itself. It builds to some extent 
(in some lines more than in others) on the fundamental subjects 
mentioned in the preceding paragraph. It does not itself constitute, 
however, a component part of the training for some other pursuit. 
In other words, one may have to study chemistry and mathematics 
before one can study medicine, but one does not have to study 
medicine in order to study chemistry or law. If the committee were 
to make a sweeping generalization, it would say that duplication in 
professional lines (except teacher training, for which few States 
provide sufficient opportunities) is highly undesirable. 

Not only is duplication of professional training expensive,, but it 
has proved in almost every State the source of institutional rivalries, 
jealousies, and antagonisms which have brought a train of evils in 



102 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

their wake. Higher institutions have been dragged into politics. 
Issues which should have been settled on their merits have been 
settled by partisan votes. The true end of State institutions, the 
service of the State, has been abandoned in favor of petty schemes for 
personal or institutional aggrandizement. This has been so generally 
the history of States where professional training is duplicated in two 
or more institutions as to point unmistakably to the advisability of a 
clear definition of the field of each higher institution. 

In a recent report on the State higher institutions of Iowa (already 
cited) the Bureau of Education has laid down as a working principle 
of differentiation what is described as the principle of " major and 
service lines of work." The following paragraphs discussing this 
principle are quoted with few modifications from that report: 

In accordance with this principle of major and service lines, each State institution 
should have assigned to it certain major fields which it may be expected to develop to 
their fullest extent. Agriculture at the State college is such a major line. Latin, 
German, French, history, political science, psychology at the State university are 
such major lines. Service lines are such subordinate subjects as are essential to the 
proper cultivation of a major line. The amount is generally not large. English is 
such a service line for engineering and agriculture at the State college. Institutions 
may well overlap as regards the relation of their sendee lines to one another and more 
particularly as regards the relation of their major to their service lines. English is a 
major line at the State university, a service line at the State college, but there should 
be no material overlapping of major lines. 

In many parts of the educational field such a division affords a rational and prac- 
ticable principle of administration. If, for example, it reserved as major lines to the 
land-grant college (reference is not now being made to the Washington State College) 
agriculture, veterinary medicine, home economics, and certain departments of engi- 
neering, then all other subjects would be regarded as service subjects, in no case to 
be developed beyond the point at which the needs of the major subjects are supplied. 
A moderate amount of elementary collegiate work might be given in the languages 
and humanities and certain of the sciences, for instance, but they would presumably 
never go beyond these rudimentary stages. At the State university, on the other 
hand, agriculture, if cultivated at all, would in the same way have a place only as a 
service subject contributory to the major lines allotted to the institution. 

Certain subjects do not fall readily into line on such a principle of division. Chem- 
istry, for example, has an obvious place at the State university and also at the State 
college. Chemistry is involved in many agricultural and engineering processes and 
problems. It is, of course, fundamental also to the work of the experiment stations. 
Physics, zoology, and botany present similar perplexities. Such cases of over- 
lapping, however, might, if the main principle is accepted, be easily settled by means 
of conferences of representatives of the faculties of institutions affected, together with 
representatives of the governing boards. 

Once this principle of major and service lines is adopted, the whole situation clears 
up, not only as regards intramural work, but also as regards extension work. An insti- 
tution would be permitted to do extension work only in a major line. 

In the following chapter the application of this principle of major 
and service lines to the Washington higher institutions, especially 
the State college and State university is suggested as far as the 
committee judges it wise to apply it. 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 103 

Chapter VIII. 

DIFFERENTIATION OF FUNCTIONS OF THE STATE UNIVERSITY AND 

THE STATE COLLEGE. 

The complete differentiation of the functions of the State higher 
institutions of Washington would have to be based on the following 
assumptions: That all are parts of a single State system of higher 
education or State university system; that no one part should 
attempt to cover the whole field; that the sole object of the system 
is to serve the State economically and effectively and not to serve 
any particular institution or locality; that this larger State service 
can best be accomplished by friendly cooperation, rather than by 
competition and rivalry; and that no institution should attempt to 
maintain a particular branch of training when it can be proved that 
greater benefit would accrue to the State if this branch were cultivated 
elsewhere. If the problem of differentiation were approached by 
the university and State college in this spirit, it would doubtless be 
necessary to disregard the sanction of State laws, which may provide 
that certain subjects may be taught at one or the other institution, 
and to consider the question entirely with a view to the higher good 
of the State. Laws, in so far as they are mandatory, can be easily 
amended, if the present institutional beneficiaries favor their amend- 
ment. If they are merely permissive, institutional policies can be 
changed without recourse to legislative action. 

It is perhaps impossible to bring about at once and by a single 
drastic action an absolutely complete differentiation of the fields of 
State institutions in any State where the institutions affected have 
been long established and have built up extensive patronage and costly 
equipment. Certain peculiar local factors may also enter into the ques 
tion, making a sweeping reorganization at least temporarily unwise. 
In the committee's judgment, Washington is one of the States in 
which these inhibiting factors to some extent exist. Two of these 
factors are the great size of the State and the peculiar distribution 
of the population. Nevertheless, the committee believes that the 
principles just enunciated and those discussed in the preceding 
chapter should underlie all future State and institutional policies, 
and that every reasonable endeavor should be made, as soon as 
the public mind is adjusted to the idea, to reduce to the lowest 
minimum the area of duplication in advanced and professional 
work. On the basis of these assumptions the committee submits 
the following propositions, stated as briefly as possible, with refer- 
ence to the appropriate fields of the Washington State higher insti- 
tutions. 

The recommendations are separated into three groups. The first 
group contains recommendations to which the committee assumes 
there will be general assent. 



104 EDUCATIONAL SURVEY OP THE STATE OF WASHINGTON. 

1. The Washington State College should develop as major lines 
agriculture, 1 veterinary medicine, economic science in its applications 
to agriculture and rural life, and the training of high-school teachers 
of agriculture, home economics, and mechanic arts. This means the 
development of work in these subjects to the fullest extent, including 
not only professional courses, but the prosecution of research and of 
graduate work (except in the courses for the training of teachers) as 
the call may arise and the resources of the institution permit. The 
institution would be, with respect to these departments, of full uni- 
versity rank. It should, moreover, be encouraged to extend these 
departments freely. 2 

2. Law, medicine (if established at all), graduate work in liberal 
arts and the pure sciences, commerce, journalism, and the professional 
training of high-school teachers, superintendents, and educational 
administrators should be considered major lines for the State uni- 
versity. 

The second group of proposals will doubtless arouse some objection, 
but the committee is convinced that any impartial observer from 
without the State would come to the same conclusions. 

The committee recommends that architecture, forestry, and phar- 
macy be cultivated as major lines by the university alone. The 
first two of these subjects, architecture and forestry, might well be 
retained as service lines at the State college, with special emphasis 
on rural architecture in the one case and on wood-lot cultivation in 
the other. 

The evidence upon which the committee bases its recommendation 
with regard to architecture and forestry is of a twofold nature. 
In the first place, the location of the university is much more favorable 
to the prosecution of work in these departments. The university 
is in the center of the great building operations of the State. The 
State college, on the other hand, is in the midst of a sparsely settled 
rural district, offering few opportunities to the student for observation 
of architectural achievements. The university is comparatively 
close to the principal lumbering industries in the State, and the greater 
part of the forests are on the western side of the Cascade Range. 
The State college is located in a region which is, for the most part, 
treeless. Its students must travel many miles to come into contact 
with logging operations. Aside from the advantages of location, 
which indicate to the committee the advisability of concentrating 
work in these departments at the university, attention is called to 
the present costs and actual enrollments in these departments at 
both institutions. Reference to Tables 17 and 18, chapter 5, and to 

i This recommendation does not exclude the encouragement of research and advanced work in the 
sciences fundamental to agriculture in the direction of their practical applications. 

a It is understood that the State college should have exclusive control and direction of all agricultural 
and horticultural extension, experimentation, and demonstration work. 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 105 

Tables 20, 21, 27, and 28, chapter 6, will furnish further corroboration 
of the committee's decision. 

In the case of pharmacy a different set of reasons dictate the 
recommendation. The university, to be sure, has a considerable 
advantage in point of enrollment (see Tables 20, 21, and 27, ch. 6). 
Nevertheless, pharmacy is not an expensive department when con- 
ducted at an institution already well supplied with chemical, biolog- 
ical, and bacteriological laboratories. Reference to the cost tables 
in chapter 5 will indicate that the cost of the department of pharmacy 
is not in either institution large enough to constitute a noticeable 
burden. The principal reasons for the committee's recommendation 
are, first, that it believes it advisable to restrict wherever possible 
the area of duplication; second, that pharmacy is closely allied to 
medical work, and in time, no doubt, the university will develop at 
least the preliminary years of medical training; and, third, that the 
largest demand for trained druggists is on the western side of the 
State. The number of drug stores in the three main divisions of 
the State are as follows: Western, 406; central, 70; eastern, 208. 

The third group of proposals relates to the State's provision for 
engineering (including mining), the position of liberal arts at the 
State college, and the position of home economics at the State 
university. The committee has found it most difficult to determine 
a principle of division which shall not do more harm than good. 
It has finally decided to recommend the continuance, for the present, 
of duplication in these fields with certain minor limitations. 

The committee has already recorded its opinion that, if the State 
did not now have two schools of engineering, it probably would not 
establish more than one. However, the two schools are very palpa- 
ble realities. They are vital factors in the institutional organization 
of both the college and the university. Under these circumstances 
the elimination of duplication in the field of engineering might 
prove — indeed in the committee's opinion would most certainly 
prove — more expensive in its drain on intangible institutional values 
than it is worth. If a division of the work in engineering to obviate 
duplication were contemplated, however, the committee conceives 
that it would be possible in one of three ways. 

1. The work in engineering might be divided horizontally, so that 
one institution (probably the State college) should offer only under- 
graduate work, possibly only work in the first two or three years, 
and the other institution should be a strictly graduate engineering 
school or at least of senior college grade. Whether the line of demar- 
cation be on the higher or lower level suggested, the committee ad- 
mits that the strict horizontal division would be difficult to enforce, 

2. In the report of the Bureau of Education on the Iowa State in- 
stitution already several times cited, a vertical or topical division of 



106 EDUCATIONAL SURVEY OP THE STATE OP WASHINGTON. 

engineering between the State university and the State college is 
recommended. On this principle certain branches of engineering 
would be assigned to one institution and the others to the other. The 
committee at one time hoped that it might be possible to recommend 
a similar vertical division in Washington. In conferences with engi- 
neering experts, however, the opinion has always been expressed that 
the peculiar needs of engineers practicing in the northwest would 
render any such vertical division, especially as affecting the fields of 
civil, mechanical, and electrical engineering, well-nigh impossible. 

3. Another principle of division advocated by some partisans of 
both institutions is the concentration of all engineering at one insti- 
tution. Cogent arguments may be advanced for the union of all en- 
gineering work at either place. In substance they are as follows: 
For the consolidation of all engineering at the State college, it may 
be urged that the land-grant college is a college of agriculture and 
mechanic arts, that mechanic arts has usually been interpreted as 
synonymous with engineering, and that nearly all the land-grant 
colleges in the country have developed to a greater or less extent 
highly specialized courses in engineering. In two States, Indiana 
and Oregon, the division under discussion has been made and all en- 
gineering work concentrated at the State Agricultural and Mechan- 
ical College. In Washington, State laws also prescribe engineering 
as among the branches of learning in which the college is to provide 
instruction. For the concentration of engineering work at the uni- 
versity it may justly be argued that the university is the center of a 
populous, rapidly growing, industrial district where there is an ever- 
increasing demand for trained engineers and where young men un- 
dergoing training in engineering branches may have the benefit of ob- 
serving at close range most of the principal operations which they will 
later be called upon to perform. It is further urged that work in the 
applied sciences is for the modern university a natural and necessary 
complement of work in the pure sciences and that the applied 
sciences themselves benefit by close contact with departments de- 
voted to pure research. It is also pointed out that the enrollment 
in the various engineering branches in the university is several times 
as large as that in the college. 

The more the committee has studied the question the more it has 
been impressed with the strength of the position of at least the funda- 
mental branches of engineering in the curricula of both institutions. 
It believes that while a college of agriculture and mechanic arts may 
be maintained with engineering on a lower basis than full professional 
courses, nevertheless in Washington this seems to be exceedingly 
undesirable. Unquestionably, also, engineering has established 
itself as one of the vital departments at Pullman. On the other hand 
the committee is equally convinced that the phenomenal develop- 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 107 

ment of courses in engineering at the university represents the dy- 
namic drive of a real demand, a demand which could not be met by 
an institution 400 miles away, a demand which, unless all signs and 
portents fail, will continue to increase. 

In view of these considerations the committee recommends that 
civil, mechanical, and electrical engineering be continued as major 
lines at both institutions. It is the more reconciled to this recom- 
mendation for two reasons : First, because the plants and engineering 
equipment of both institutions are now used almost, if not quite, to 
their full capacity. The concentration of both schools at a single 
point would entail considerable expense for new equipment. It is 
probable that, while it costs somewhat more to give the training in 
two places than in one, the added expense is, under these circum- 
stances, not very great. Second, because the development of the 
State of Washington has already called, and will undoubtedly in the 
future call for a larger percentage of trained engineers than are needed 
in most other States. The accompanying diagram shows the increases 
in the number of graduates in engineering from the two institutions. 
The maintenance of two schools of engineering (somewhat differ- 
entiated as is suggested below), while an unwarranted extravagance 
for a State like Iowa or North Dakota, may be justified in the State 
of Washington. 

Granting the justification of duplication of the three fundamental 
branches of engineering, the committee recommends certain limita- 
tions which will prevent the most sweeping future duplications, as 
follows: 

1. Chemical engineering, already established at the university, 
should he restricted to that institution. 1 

2. Graduate work in engineering branches, when developed, 
should be developed at the university and not at the State college. 

3. The establishment of new lines of engineering at either institu- 
tion should be authorized by the regents only after a joint conference 
of representatives of both faculties and both boards. 

4. The committee is persuaded that only one school of mining 
engineering is needed in the State of Washington. It has studied the 
evidence presented by the officers of the college of mines at the univer- 
sity and of the department of mining engineering at the State college. 
No one of its members can pretend to expert knowledge in this or an 
allied line. In view of this fact, and of the weight of evidence 
brought forward in support of both schools, the committee is unwill- 
ing to hazard a decision as to which should be retained. It recom- 
mends that the matter be laid before a group of mining experts from 

1 A course in chemical engineering is also announced in the 1915 catalogue of the State college. In the 
year 1914-15 students were enrolled in chemical engineering at the State college as follows: Freshmen, 8; 
sophomores, 3; juniors, 1. 



108 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON 



PGUU9J.UOQ &qquSq(J j.o udquinjy 




THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 109 

outside the State, no one of whom shall have any connection with 
either institution and the majority of whom shall be members of the 
American Society of Mining Engineers. 

Under different local conditions, the committee would recommend 
the discontinuance of degree courses in liberal arts at the land-grant 
college. Liberal arts courses should ordinarily be included in the 
work of the land-grant college only in such amounts as will wisely 
reinforce the technical or semitechnical specialized curricula for 
whose development the institution was constituted. The Bureau of 
Education has already put itself on record to this effect. How- 
ever, there are several reasons why the committee believes that 
courses in liberal arts leading to the bachelor's degree should continue 
to be given at the Washington State College. In the first place this 
work has formed a very large part, for a while indeed perhaps the 
major part, of the work of the State college during the past 25 years. 
It has, on the whole, had a highly beneficial influence on the life of 
the institution. Probably it did for a time bulk too large, but this 
tendency has now righted itself. Work in liberal arts is not now 
absorbing an undue part of the resources of the college. Confirma- 
tion of these statements may be had by referring to Tables 20, 21, 
27, 28, and 29, chapter 6, and to the financial tables of chapter 5. 
But the principal reason for the continuance of these courses is a 
geographical one. The counties in the eastern part of the State are 
from 200 to 400 miles from the university. The committee believes 
that a State the size of Washington can well afford to maintain two 
liberal arts colleges in widely separated regions. The committee 
recommends, however, that courses in these departments at the State 
college be not allowed to expand into graduate work. 1 

In most other States the committee would as unhesitatingly recom- 
mend the limitation of home economics at the State university to the 
scope of a service department. Such a recommendation is in accord- 
ance with the custom which has developed professional work in home 
economics at the land-grant colleges. The preferred position of the 
land-grant college for this type of training is also recognized by 
Federal laws. In view, however, of the very great demand for the 
various kinds of training in home economics that has manifested 
itself at the university, the committee is led to recommend that home 
economics be considered a major line at both the State college and 
the State university. In the extension field it recommends that the 
university make no attempt to offer instruction in home economics 
outside of King County. The large and increasing funds which will 
be at the disposal of the State college for extension work in home 
economics (see p. 83, ch. 6) render it unwise for the State to spend 

1 The approval of the continuance of a full department of liberal arts in the State college necessarily 
carries with it the approval of the training of high-school teachers in all liberal arts subjects. 



110 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

money on this subject through the agency of the university extension 
division. 

Evidence brought to the attention of the committee has demon- 
strated that the university may well contemplate the development of 
two other lines of work as major lines. These are departments of 
marine engineering and of fisheries. Both of these lines relate closely 
to industries of great importance to the life of the district in which the 
university is situated. There could be no question as to which of 
the two State institutions should develop them. 

In the event that the propositions made in this chapter receive the 
indorsement of the commission x and are adopted either by the 
legislature or by the governing boards of the institutions, the com- 
mittee would suggest one other device to facilitate minor adjustments. 
This is a conference of representatives of the faculties of both institu- 
tions for the purpose of determining the scope of instruction and 
research in those departments which, through their nature and their 
connection with Other subjects, are likely to overlap. Chemistry and 
botany, for example, are such departments. This conference might 
be assembled whenever the need appeared. It should not be formal 
in character. 

The committee believes that the proposals made in this chapter 
should not be regarded as an undue limitation on the State college; 
indeed, it is confident that if these suggestions were carried out they 
would prove the greatest stimulus to the development of the institu- 
tion. To meet the full needs of the State in only one of the lines 
allotted to it under such a division would tax the resources of an 
institution far richer than this. The discontinuance of professional 
work in the lines suggested should afford relief. The proposal that 
these subjects be taken over by the university is more likely to prove 
a temporary embarrassment than a benefit to the latter institution. 
With its present inadequate support, the university probably would not 
welcome any addition to its tasks. Nevertheless, the logic of loca- 
tion renders such redistribution of departments as is here proposed 
essential to a wise and economical State procedure. 

But the committee desires to reaffirm its high appreciation, already 
several times implied, of the great contribution made by the State 
college to the life of the State. Despite its location, which has 
always been a handicap, it has evolved into an institution of which 
every citizen has a right to be proud. For many years it apparently 
failed to realize the possibility of a college of agriculture in a State 
of such large agricultural interests and such diversified agricultural 
conditions. Recently, however, this incomplete realization has 
been to a great extent remedied and a proportion of the institution's 
energies devoted to this^ field more nearly commensurate with the 
magnitude of the problems to be solved. In the other fields that 

1 Referring to the State legislative commission to which the survey report was rendered. 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. Ill 

it has entered the State college has been a potent force. Its 
engineers have made engineering history in the Northwest. It has 
developed a department of veterinary medicine that ranks with the 
best in the country. The department of elementary science has met 
the needs of hundreds of boys and girls whom no other institution 
could serve. The department of liberal arts has given a sound, 
general college education in a wholesome environment. In the 
matter of standards the college has kept faith with itself; indeed it 
has been among the leaders in the establishment of high standards 
in the land-grant colleges of the country. In suggesting the read- 
justments proposed in this chapter the committee is nowise unmind- 
ful of these contributions. 

SUMMARY OF RECOMMENDATIONS. 

1. Agriculture, veterinary medicine, economic science in its 
application to agriculture, and the training of high-school teachers of 
agriculture, home economics, and mechanic arts to be major lines at 
the State college. 

2. Law, medicine, graduate work in liberal arts and pure science, 
professional training of high-school teachers and school superin- 
tendents, commerce, journalism, architecture, forestry, and pharmacy 
to be major lines at the State university. 

3. Duplication to be recognized in certain branches of engineering, 
in home economics, and in liberal arts. 

4. Civil, electrical, and mechanical engineering to be taught at 
both the State college and the State university. 

5. Chemical engineering to be a major line at the State university 
exclusively. 

6. The development of further departments or branches of engineer- 
ing to be submitted to a joint conference before their establishment 
at either institution. 

7. The maintenance of but one school of mining, its location to 
be determined by the advice of mining experts. 

8. Degree courses in liberal arts with the training of high-school 
teachers in the same, to be continued at the State college, but no 
graduate work in these lines to be offered. 

9. Home economics to be developed for the present without 
restriction at both the State university and the State college, but no 
extension work in home economics to be undertaken by the uni- 
versity outside of King County. 

10. The approval of the establishment of courses in marine engi- 
neering and fisheries at the State university as soon as its resources 
permit. 

11. The appointment of a conference composed of representatives 
of the faculties of both institutions to meet from time to time to 
adjust cases of overlapping, especially in the field of graduate work. 



112 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

Chapter IX. 

DEPARTMENTS OF EDUCATION IN THE STATE COLLEGE AND 

UNIVERSITY. 

In this chapter additional comment on the special functions of the 
State university and the State college in the direction of teacher 
training is submitted. 

The State normal schools prepare teachers for the elementary schools 
of the country and city, and it is elsewhere urged that this should be 
considered their chief function, at least until such time as there is an 
ample supply of teachers for the elementary schools of this State. 
It is expected that some of the graduates of the normal schools will for 
the present continue to teach in the high schools of one and two years, 
especially when these are connected directly with elementary schools 
and taught in the same buildings, and that some will, after experience 
in practical work and further study in higher institutions, become 
teachers in four-year high schools, superintendents, supervisors, and 
teachers or directors of special subjects. To the university and the 
State college should be left the work of giving professional training 
to high-school teachers, supervising school officers and educational 
investigators, including teachers in normal schools and colleges. 
The college and the university should be accorded such support as 
will enable them to give the best possible preparation to sufficient 
numbers of men and women to supply the constantly increasing 
demand. 

That teachers in high schools and higher institutions should have 
academic education at least equivalent to that represented by gradu- 
ation from a standard college has long been admitted. The State 
Board of Education of Washington has indeed imposed this require- 
ment upon candidates for teaching positions in all accredited high 
schools. In addition to their knowledge of the subjects taught, 
teachers of adolescent youth need a broad outlook on economic, indus- 
trial, social, and civic life, an understanding of the relation of the 
subjects which they teach to other subjects taught in the schools, and 
a breadth of general culture which the college and university can 
best give. Certainly no less degree of scholarship and professional 
knowledge should be expected and required of principals and super- 
visors, who must formulate and direct the work of the teachers under 
their charge, and of superintendents who are responsible also for the 
work of elementary schools, and who must determine the policies and 
administer the business affairs of county and State school systems. 

STATE COLLEGE. 

The organic act creating the State College of Washington states 
that one of the objects of the college should be to train teachers of 
physical science and thereby further the application of the principles 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 113 

of physical science to industrial pursuits. The Nelson amendment to 
the Morrill Act, increasing by $25,000 the annual appropriation made 
by the Federal Government to the land-grant colleges, provides that 
colleges may use part of this fund to maintain courses for the special 
preparation of instructors in the elements of agriculture and the me- 
chanic arts. The Commissioner of Education has urged that this pro- 
vision be interpreted to mean a very liberal portion of the fund in 
those institutions which have not considerable funds for this purpose 
from other sources. Evidently the intent of the clause in the organic 
act and the intent of the clause in the Nelson amendment are one 
and the same, to prepare teachers of industrial subjects and of the 
sciences in their practical applications to industry. The committee 
is of the opinion that this should continue to be the principal aim of 
the department of education in the State college. Every high school 
in the State should have one or more teachers of these subjects; the 
larger schools should have several, and the demand for supervisors 
in country and city and for college and normal-school instructors in 
these subjects may be expected to increase. 

These facts should be constantly borne in mind in arranging 
courses in the department of education in the college. It should also 
be remembered that teachers of the industrial and applied-science 
subjects need much more than the skill in manipulation which has too 
often been thought sufficient. They need a firm grasp of the scientific 
principles involved in the industries, an understanding of the relation 
of these industries to life and a mastery of those principles of educa- 
tion necessary to give a certainty of success in teaching. 

In order to do this work for the State and to comply with the law 
which requires the college to collect information as to schemes of tech- 
nical instruction adopted in other parts of the United States and in 
foreign countries, and to cooperate with the university and the normal 
schools in the promotion of the educational interests of the State the 
college department of education will probably need additional equip- 
ment. It is especially desirable that those who are preparing to teach 
industrial subjects may have the opportunity to do actual teaching. 
Possibly arrangements for this can be made with schools at or near 
Pullman. The committee recommends that the State college do not 
prepare teachers for the elementary schools. 1 

UNIVERSITY. 

The committee is very definitely of the opinion that the task of 
preparing young men and women for service as teachers for normal 
schools and high schools (except for special subjects, preparation in 
which can better be given at the State college) and the preparation of 

» The committee also suggests that in view of its unusually good courses in music the administration 
of the State college may well consider the advisability of preparing teachers in this subject. The same 
person might well teach domestic science and arts and music in a small high school. 

46564°— 16 8 



114 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

superintendents, supervisors, and principals, together with provision 
for general educational investigation and research, belong to the uni- 
versity. Its college of education should be strengthened as may be 
needed to enable it to do this work well. 

Early in its history the university gave courses in education, serving 
in a way as a normal school before the normal schools were established. 
The courses in education were assembled in a " school of education" 
in 1913, and in 1914 this school was changed into a " college of educa- 
tion." The increase in the number of undergraduate students taking 
education courses in the past four years has been very rapid. More- 
over, there were 51 graduate students enrolled in education courses 
in 1915-16, as against 24 in 1911-12. Of 148 students in the graduate 
school this year, 36, nearly 24 per cent, are majoring in education. 
This is nearly twice as many as are majoring in any other subject and 
three times as many as the number in the next highest subject but 
one. This year there are enrolled in the college of education 110 
students, distributed as follows: Freshmen 34, sophomores 12, juniors 
23, seniors 9, specials 20, unclassified 12. 

The contribution which the university and the State college have 
made to the system of public education of the State is indicated by 
the fact that in 1915-16 of 1,947 high-school teachers and principals 
and city superintendents in the State, 514 were trained wholly or 
partly in the university and 221 in the State college. Almost half 
of the whole number received part or all of their higher academic 
and professional preparation in these two institutions. 

In the years 1914-15 students from the university went as teachers 
to all the counties in the State save one. Of 2,484 persons who have 
graduated at the university, 810 are reported as teaching. This is 
more them twice as many as are engaged in any occupation except 
homemaking, two and one-half times as many as are engaged in the 
practice of law, three times as many as are engaged in engineering, 
and six and one-half times as many as are in business. Of these 810 
persons who are engaged in teaching, 550, or 68 per cent, are teaching 
in universities, colleges, and high schools, or are serving as superin- 
tendents, principals, supervisors, and librarians, while 260, or 32 
per cent are in elementary schools. These figures show that the 
preparation of teachers constitutes a very important part of the 
work of the university. The fact that of the 714 calls made upon 
the university for teachers in 1914-15, 60 per cent were for superin- 
tendents, principals, and teachers in colleges and high schools indi- 
cates the kind of educational service for which the people at large 
think the university should prepare. Since this is the largest college 
of education in the Northwest, it will naturally become a source of 
supply for teachers and school officers not only for the State of 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 115 

Washington, but to some extent for this entire section and also for 
Alaska. 

The State has already provided in its normal schools, where the 
service can be performed better and with greater economy, the 
means of preparing teachers for the elementary schools, and will no 
doubt extend these means as it becomes conscious of the need of 
doing so. The committee therefore recommends that the university 
do not engage in this work. 

Every school or college of education should have under its control 
a school for demonstration, practice, and research on or near its 
campus. The committee recommends the provision of these facilities 
at both the university and the State college. 

State systems of education present many difficult problems in the 
solution of which school officers need the kind of expert help which 
a well-equipped university school of education should be able to give. 
This is especially true of a new, vigorous, and rapidly developing 
State like Washington. The committee believes that the college of 
education of the university should receive such support as will 
enable it to do this work. 

SUMMARY OF RECOMMENDATIONS. 

1. The discontinuance of the training of elementary teachers by 
the State university and the State college. 

2. The provision at or near the State university and the State 
college of facilities for practice, demonstration, and research. 



Chapter X. 

AGRICULTURAL SCHOOLS. 

Until very recently agriculture was not taught in the elementary 
or secondary schools of the State, and it is taught now only to a very 
limited extent. According to a ruling of the State board of educa- 
tion, pupils who complete the eighth grade are expected to stand an 
examination on agriculture, manual training, or domestic science. 
But teachers of the elementary schools have had little or no prepara- 
tion for teaching these subjects and are not required to pass exami- 
nations on either of them before being granted a certificate, which 
may be accepted as a license to teach. In 1913-14, according to the 
report of the State superintendent of public instruction, only 4 per 
cent of the students in the high schools were studying agriculture. 
About 8 per cent of the number enrolled in the first year of the 
high school took Agriculture I. One per cent of the number in 
the second high-school year took Agriculture II. One-third of 1 per 
cent of the number in the third high-school year took Agriculture III, 
and one-third of 1 per cent of the number in the fourth high-school 



116 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

year took Agriculture IV. The figures for manual training for that 
year are somewhat better, being 16 per cent, 11 per cent, 7 per cent, 
and 5 per cent, respectively, and the figures for domestic science and 
home economics are still better in the first two high-school years, 
but not so good as for manual training in the last two high-school 
years. In 1915-16 about 50 per cent more were taking agriculture 
in the high schools than in 1913-14. There is also an increase in the 
number of girls taking home economics. The time may come when 
the majority of boys and girls in the high schools of the country will 
study agriculture, manual training, and home economics exten- 
sively, but it will not be soon, nor do the majority of boys and girls 
who live in the country as farmers and farmers' wives attend high 
school. There are therefore now, and will be for many years, a very 
large number of older boys and girls and young men and young 
women who are to live in the country and engage in the pursuits of 
farming and country homemaking who have had no opportunity 
of instruction in these important subjects either in the elementary or 
in the high schools. Most of them are too old to be expected to attend 
the high schools and take a regular high-school course for the sake of 
getting the little work offered in agriculture and home economics, 
and no high school, except the very largest, can afford to offer 
enough work in these subjects to take all the time of any student 
even for five or six months in the winter. Again, most of these 
boys and girls, though of college age, are not prepared to enter the 
State college. Opportunity, therefore, for them to get any system- 
atic and practical instruction in these subjects, so important for 
the welfare of themselves and of the State, must come through schools 
established and organized for this particular purpose. 

In his report to the subcommittee of the joint committees of the 
committee on educational institutions of the senate and the committee 
on education of the house of representatives of the legislature, 1915, 
the Commissioner of Education suggested the advisability of the 
establishment of two schools of agriculture in the two sections of the 
State, one in direct connection with the State college at Pullman, the 
other somewhere in the western part of the State. 

The committee hereby reaffirms this recommendation with a 
slight modification. It has elsewhere commended the work of the 
department of elementary science at the State college. Work similar 
to that contemplated in this recommendation is now given by the 
department of elementary science. As far as the recommendation 
bears on agricultural work of subcollegiate grade at Pullman, there- 
fore, the committee merely desires to emphasize anew its importance 
to the State and to urge the still greater development of facilities for 
prosecuting it. The other school, it is believed, might be located at 
or near the experiment station at Puyallup. 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 



117 



The committee's conception is that both these schools should admit 
boys and girls 16 years old and over who have completed an ele- 
mentary school course, and more mature young men and women of- 
even less school preparation. For the convenience of those students, 
no doubt a large majority, who must work on the farm during the 
spring and summer, the sessions of these schools should be limited 
to six months in the year, as in the agricultural school of the 
University of Minnesota, or there might be two sessions, a winter 
session of 5 1 months, to be attended mostly by boys and young men, 
and a summer session of 4^ months, to be attended mostly by girls 
and young women, although both sexes should be admitted to both 
sessions. This last arrangement would better enable the schools to 
keep their faculties employed and to carry on their work through the 
entire year. Later it may be found desirable to establish another 
school of this type. 

There are many agricultural schools of this grade, and for purposes 
similar to those to be served here, in other States and countries. A 
tabulated statement of the organization, attendance, and work of 
some of these is appended. 

Table 32. — Special schools of agriculture. 



Name and location. 


Date 
estab- 
lished. 


Value of— 


Support by- 


Cost of 
mainte- 
nance. 


Acres 
owned 

by 
school. 


Secondar y 
pupils. 


Plant. 


Equip- 
ment. 


State. 


City. 


Men. 


Wo- 
men. 


ARKANSAS. 

Fourth District Agricul- 
tural School, College Sta- 


1910 
1910 
1910 
1910 

4 

1911 

190S 
1913 

1906 


$270,000 
150,000 
180,000 
120,000 

200,000 

79,000 
65,000 

325,000 
250, 350 

150,000 


$6,000 
15,000 
3,000 
2,500 

8,000 
10,000 

40,000 
22,110 

10, 000 


$40,000 
40,000 
40,000 
40,000 

30, 000 
4,000 


$7,500 


$20,000 
28,000 
25,000 
14,000 

17, 644 

11,000 
16,000 


500 
463 
400 

94 
110 


163 
67 
42 

98 

27 

34 
60 


78 


First District Agricultural 
School, Jonesboro 

Third District Agricultural 
School, Magnolia 

Second District Agricul- 
tural School, Russell ville. 

COLORADO. 

Fort Lewis School of Agri- 
culture and Mechanic 
Arts 


48 
38 
52 

10 


MASSACHUSETTS. 

Smith's Agricultural 
School, Northampton 

Bristol County Agricul- 
tural School, Segreganset. 

MINNESOTA. 

Northwest School of Agri- 
culture, Crookston 

West Central School and 
Station, Morris 


4 








24,000 
30,000 


6,065 
1,500 


27, 408 
21, 500 


160 


57 
56 


49 


NEBRASKA. 

Nebraska School of Agri- 
culture, Curtis 


1910 


52 



118 EDUCATIONAL SURVEY OF THE STATE OE WASHINGTON. 
Table 32. — Special schools of agriculture — Continued. 



Name and location. 


Date 
estab- 
lished. 


Value of— 


Support by — 


Cost of 
mainte- 
nance. 


Acres 
owned 

by 
school. 


Secondary 
pupils. 


Plant. 


Equip- 
ment. 


State. 


City. 


Men. 


Wo- 
men. 


NEW YORK. 

New York State School of 
Agriculture at Alfred 
University, Alfred 

New York State School of 
Agriculture at St. Law-' 
rence University, Canton 

New York State School of 
Agriculture, Cobleskill.. 


1908 


$199, 642 


$32, 616 


$43,000 






230 

230 

85 

308 
200 


138 

92 


55 






50 


1911 

1916 
1908 

1910 
1910 

1907 
1902 
1909 
1912 


75,000 

473,000 
96,050 

40,000 


10, 000 

37,000 
32, 500 

5,000 






$40, 000 

50, 380 
37, 000 

10,000 




New York State School of 
Agriculture, Farming- 
dale 






1. 
120 

78 


50 


New York State School of 
Agriculture, Morrisville. . 

VERMONT. 

Vermont State School of 
Agriculture, Randolph 


46, 990 
10,000 


$450 


73 


Vail State School of Agri- 
culture and Industry, 
Lyndon Center 




WISCONSIN. 

Marinette County School 
of Agriculture, Marinette. 








- 


7,304 

10,000 

14, 500 

4,600 

6,800 

65,031 

9,254 








Dunn County School of Ag- 
riculture, Menominee 






1,000 
6,000 


300 
1 1, 300 




50 
37 


16 


La Crosse County School of 
Agriculture, Onalaska . . . 

Racine County School of 
Agriculture, Rochester. . . 

Marathon County School 


60,000 
40, 000 


-10,000 
10, 000 


19 












Milwaukee County School 
of Agriculture, Wauwa- 
tosa 


1912 
1906 


267, 600 


43, 138 


67, 538 


5,279 


136 


114 


85 


Winnebago County School 
of Agriculture, Winne- 










1 







1 $8,000 of this from county. 

If such schools are established in Washington, they should be 
under the immediate control of the regents and the president of 
the State college. 

SUMMARY OF RECOMMENDATIONS. 

1. The further development of the facilities of the department of 
elementary science at the State college for agricultural instruction of 
subcollegiate grade. 

2. The establishment at Puyallup, or somewhere else in the western 
part of the State, of another school of agriculture of subcollegiate 
grade under the direction and control of the State college. 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 119 

Chapter XL 

MINOR QUESTIONS OF ADMINISTRATION AND STATEMENTS AS TO THE 
SUPPORT OF THE STATE UNIVERSITY AND STATE COLLEGE. 

There are several minor matters of administration to which the 
committee has given some consideration. Three schools at the State 
college now admit students with two years of high-school prepara- 
tion (see p. 38). Students, if 1.9 years of age, are also admitted with 
8 units of high-school training to the certificate course in pharmacy 
at the university. The committee believes that the time is ripe for 
the requirement of high-school graduation (15 units or 30 credits) of 
all students entering the college or the university, except for those 
21 years of age or older, and except for students in the department 
of elementary science at the State college. This recommendation 
has the indorsement of the heads of the schools concerned. 

The committee has been much impressed by the value of the work 
carried on by the department of elementary science at the State 
college. It is of the opinion that this work is making a most impor- 
tant contribution to the life of the State. Under the wise limitations 
as to scope which have already been adopted, it believes that this 
work should be still further strengthened and extended. To this end 
it recommends the partial reorganization of the administrative rela- 
tionship of this department to the college. The department should 
have a teaching staff entirely its own and it should be separately 
housed. 

The surprisingly large number of classes at both institutions having 
enrollments of less than five students each calls for careful study. 1 
In advanced courses enrollments are likely to be small. This is one 
of the factors in the large expense of advanced work. In elementary 
and intermediate courses, however, small classes can often be avoided 
by care on the part of the administration. The committee recom- 
mends that the administrative officers of both institutions take this 
matter of small classes under examination. 

At both the State college and the university the number of hours 
required in the major subject is often excessive in that it unduly 
limits the opportunity of the student to obtain the desired breadth 
of training. The committee is of the opinion that the administrators 
of both institutions may profitably give this problem serious con- 
sideration. 

Reference has already been made (p. 75, Ch. V) to the number of 
credit teaching hours required of professors at one institution. State 
institutions have a tendency to exact a larger number of hours of 
teaching of then* professors than do the well-established private 

i See p. 87, Ch. VI. 



120 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

universities. Some of the most productive and distinguished men 
in the larger American universities on private foundations conduct 
but six or eight classroom exercises a week. Teaching of university 
grade requires time for sound preparation, for reflection, and for 
arrangement of material. The physical presence of professors in 
classrooms can be secured by rule for any number of hours a week, 
but the amount of effective teaching can hardly be increased by this 
means. The committee recommends that 15 credit teaching hours 
a week be regarded as the absolute maximum and that a smaller 
maximum be encouraged. 

The committee has been unable in the time at its disposal to arrive 
at any but the most general conclusions with reference to the support 
of the State college and university. It submits these conclusions 
for what they may be worth. They are: 

1. That Washington has not been spending as much money on its 
State collegiate institutions in proportion to their needs and the 
State's wealth as many other progressive States, and that both should 
be more liberally supported. 

2. That the State college is for the most part well housed and the 
pressure on its plant is not extreme. On the other hand, the salaries 
paid its teachers are considerably below what should be paid to 
competent men in institutions of this character (see p. 69, Ch. V). 
In the last two years the amount spent per student has been somewhat 
higher than the per capita outlay in other institutions which the 
Bureau of Education has studied. However, the committee especially 
calls attention to the fact that in order to meet the needs of the State 
in the direction of agricultural instruction, extension, and experi- 
mentation alone, this institution will require largely increased 
appropriations. 

3. That the State university has for a number of years been 
starved. It is housed, in part, in buildings which are unworthy of a 
great university in a great and wealthy State. Its expense per 
student during the last two years is much lower than the similar 
expense in any institution of university rank which the Bureau of 
Education has studied. The legitimate expansion of the institution 
in the directions already noted, especially the development of a 
college of commerce, demands large increases in its support. 

As reinforcement of these conclusions the committee calls attention 
to the summaries and diagrams representing State expenditures in 
Chapter I, to the institutional cost sheets in Chapter V, and also to 
the budgets for the next biennium arranged in the same form as the 
cost sheets referred to and appended to this chapter. 



THE STATE INSTITUTIONS AND PUBLIC EDUCATION. 121 

RECOMMENDATIONS. 

1. The requirement of high-school graduation of all students 
entering the college or university, except for those 21 years of age 
or older, and except for students in the elementary science depart- 
ment of the State college. 

2. The modification of the administrative relationships of the 
department of elementary science at the State college. 

3. The serious consideration by the administrative officers of both 
institutions of the large number of small classes. 

4. The possible revision of the excessive major requirements at 
both institutions. 

5. The establishment of 15 hours of classroom teaching a week as 
the maximum at the State college and State university and the en- 
couragement of a lower maximum. 



SUMMARY OF RECOMMENDATIONS RELATING TO STATE UNIVERSITY 

AND STATE COLLEGE. 

1. The provision for the formulation of State policies in higher 
education — 

(a) Through joint meetings of boards of regents, or 

(b) Through the extension of the functions of the State board of 

education, or 

(c) Through the creation of a State council of education. 

2. Agriculture, veterinary medicine, economic science in its appli- 
cation to agriculture, and the training of high-school teachers of 
agriculture, home economics, and mechanic arts to be major lines at 
the State college. 

3. Law, medicine, graduate work in liberal arts and pure science, 
professional training of high-school teachers and school superinten- 
dents, commerce, journalism, architecture, forestry, and pharmacy 
to be major lines at the State university. 

4. Duplication to be recognized in certain branches of engineering, 
in home economics, and in liberal arts. 

5. Civil, electrical, and mechanical engineering to be taught at 
both the State college and the State university. 

6. Chemical engineering to be a major line at the State university 
exclusively. 

7. The development of further departments or branches of engi- 
neering to be submitted to a joint conference before their establish- 
ment at either institution. 

8. The maintenance of but one school of mining, its location to 
be determined by the advice of mining experts. 

9. Degree courses in liberal arts with the training of high-school 
teachers in the same to be continued at the State college, but no 
graduate work in these lines to be offered. 

10. Home economics to be developed for the present without 
restriction at both the State university and the State college, but 
no extension work in home economics to be undertaken by the uni- 
versity outside of King County. 

11. The approval of the establishment of courses in marine engi- 
neering and fisheries at the State university as soon as its resources 
permit. 

12. The appointment of a conference composed of representatives 
of the faculties of both institutions to meet from time to time to 
adjust cases of overlapping, especially in the field of graduate work. 

122 



SUMMARY OF RECOMMENDATIONS. 123 

13. The discontinuance of the training of elementary teachers 
by the State university and the State college. 

14. The provision at or near the State university and the State 
college of facilities for practice, demonstration, and research. 

15. The further development of the facilities of the department of 
elementary science at the State college for agricultural instruction 
of subcollegiate grade. 

16. The establishment at Puyallup, or somewhere else in the 
western part of the State, of another school of agriculture of sub- 
collegiate grade under the direction and control of the State college. 

17. The requirement of high-school graduation of all students 
entering the college or the university, except for those 21 years of 
age or older, and except for students in the elementary science de- 
partment of the State college. 

18. The modification of the administrative relationships of the 
department of elementary science at the State college. 

19. The serious consideration by the administrative officers of 
both institutions of the large number of small classes. 

20. The possible revision of the excessive major requirements at 
both institutions. 

21. The establishment of 15 hours of classroom teaching a week 
as the maximum at the State college and State university and the 
encouragement of a lower maximum. 



I. Genen 
1. 
2. 

II. Specia 
1 

2. 
3. 

4. 
5. 
6. 



The bu 
have on £ 
construct: 
building f 



Coniparh 
With fore 



Instruction. 



1915-1917 
Forecast, 

Legisla 



Summary. 



1915-1917. 

Bacteriology ". $5, 500. 00 

Botany 16, 200. 00 

Chemistry 39, 520. 00 

Civil engineering 41, 400. 00 

Commerce 3, 400. 00 

Education 20, 600. 00 

Electrical engineering 17, 100. 00 

English 52, 100. 00 

Extension 24, 000. 00 

Fisheries 

Forestry 17, 900. 00 

Forest products 

French 26, 700. 00 

Geology 18, 900. 00 

German 26, 700. 00 

Greek 11, 900. 00 

History 28, 650. 00 

Home economics 16, 450. 00 

Industrial research 

Journalism 20, 040. 00 

Latin 11, 300. 00 

Law 31, 400. 00 

Library economy 3, 490. 00 

Marine engineering 

Mathematics 37, 400. 00 

Mechanical engineering 20, 200. 00 

Mining 16, 100. 00 

Military science 3, 540. 00 

Music and fine arts 25, 400. 00 

Oriental languages and lit- 
erature 5, 400. 00 

Pharmacy 15, 720. 00 

Philosophy 12, 100. 00 

Physical training 15, 300. 00 

Psychology 11, 100. 00 

Phvsics 20, 650. 00 

Political and social science . . 32, 100. 00 

Public speaking and debate . 5, 000. 00 

Scandinavian 4, 400. 00 

Spanish 15, 600. 00 

Zoology 18, 100. 00 

691,360.00 

Marine station 2, 800. 00 

Summer session 16, 000. 00 

710, 160. 00 

New instructors, 1916-1917 . . 4, 870. 00 



715, 030. 00 



1915-1917. 

All salaries $890, 000. 00 

Instructional equipment 82, 100. 00 

Overhead, supplies and la- 
bor 137,900.00 

Special laboratory construc- 
tion 



1,110,000.00 



1917-1919. 

$7,300.00 
18,900.00 
41,920.00 
51,900.00 
24,000.00 
31,100.00 
23,100.00 
63,200.00 
40,000.00 

3, 000. 00 
26,300.00 

8,000.00 
31,350.00 
22,200.00 
30,550.00 
12,800.00 
34,350.00 
21, 600. 00 

2,500.00 
23, 840. 00 
12, 200. 00 
33, 200. 00 

3, 790. 00 

6,000.00 
42,900.00 
24,100.00 
17, 900. 00 

3,540.00 
36,800.00 

5,700.00 
16, 920. 00 
15, 400. 00 
20, 400. 00 
14,400.00 
22, 600. 00 
42, 600. 00 
5, 300. 00 
4,700.00 
22,800.00 
30, 000. 00 

899, 160. 00 

4,000.00 

22,000.00 



925, 160. 00 



1917-1919. 

$1,118,500.00 
179,400.00 

228,400.00 

62,500.00 

1,588,800.00 



Herbert T. Condon, 

Comptroller. 



iuilding needs for next biennium. 



I. General classroom needs: 

1. Unit 20, philosophy, pswhulogj , and English. 

2. Unit 21, a science building 

II. Special laboratory construction: 

1. Greenhouses for botany and pharmacy 

2. Forestry greenhouse and demonstration labora 

3. Forest proline Is laboratory 

4. Hydraulic laboratory 

5. -\ ddition to foundry building 

6. Anatomy, bacteriology, and school of fisheries 



5, 000. 00 
5, 000. 00 
26,000.00 

10, ooo. (10 
5,000.00 
5,500.00 



The building income will, therefore, be inadequate for the needs oi the coming biennium. We 
have on this account decided that it c ill be best to eon.-jder the item of $62,500 for special laboratory 
construction under the mill-tax appropriation rather than under the operation of the university 
building fund. 



Spc-i il laboratory 

constructions 

$62,500. 



UNIVERSITY OF WASHINGTON BUDGET. 

Comparing biennium 1915-1917 

With forecast for 1917-1919 

1915-1917 $1,110,000.00 

Forecast, 1917-1919 1, 5S8, 800. 00 

Legislative mill-tax appropriations only. 



Greenhouses for botany and 

pharmacy $5, i 

Forestry greenhouse and 

demonstration laboratory . 5, i 

Forest products laboratory . . 26, i 

Hydraulic laboratory 16, i 

Addition to foundry building 5, i 
Anatomy laboratory and fish 

hatchery 5, i 

Bacteriology animal house . . : 



1915-1917. 

Bacteriology S650 . n 

botany. 2,109.25 

' hemistry.... 5,000.00 

i ivil engineering 2,009.13 

i ommerce 

Education....... V.!."" "2,' 666.66 

Electrical engineering 3 352 00 

English 1 130'. 00 

Extension division 

Fisheries 

Forestry.. 3,025.66 

forest products laboratory .. 

French and Italian ". 796 00 

Geology 1,526 - .S7 

German 664 00 

Graduate school s 500. 00 

Greek 240. 00 

History 1, 258. 08 

Home economics 3 000. 00 

Home economic building equipment 

Hydraulic laboratory 5, 097. 01 

industrial research 

Journalism and printing 1,83-1.00 

Latin ' 266. 00 

Law 800. 00 

Library 7,000.00 

Marine engineering 

Marine station 2, 800. 00 

Math.'inaiii-s and astronomy 1,212.50 

.Mechanical engineering 3,350. 00 

Military training 800. 00 

Mining 3,600.00 

Museum 

Music and fine arts 

Oriental languages and literature 

Pharmacy 

Philosophy 

Physical education 

Physics 

Political and social science 

1 's vchology 

Public speaking and debate 

Scandinavian 

Spanish 

Zoology 

College of engineering 

College of liberal arts 

College of science 

Dean of men, library 

Dean of women, library 



SI, 750. 00 
2, 950. 00 
5, 600. 00 
3,100.00 



2. 0110. oil 
3,350.00 
•25,800.00 
1, 296. 00 
2,950.00 
1,104.00 
9, 000. 00 
432.00 
2,040.00 
3,500.00 
7,500.00 
3,500.00 
2, 500. 00 
1,326.00 



'.'" '4,' 966." 06 


7,000.00 
4,900.00 




612.00 


2,200.00 


3,000.00 


766.00 


1,224.00 


700.00 


1,266.00 


3,856.43 


5,600.00 


1,160.91 


2,040.00 


801.20 




240.00 


408.00 


419.94 


528.00 


356. 00 


624.00 


2, 729. 32 


3,500.00 


200. 00 




100. 00 


150. 00 


50. 00 


400.00 














82, 100. 00 


179, 400. 00 



Salaries. 

Administration $87,340.00 

Library 21,360.00 

Campus 2, 640. 00 

Catalogues and reports 

Freight and express 

Fuel 

Furniture and fixtures 

Furniture and fixtures, new buildings 

Grading, sidewalks, sewer and other connections, 

new buildings 

Instrument shop 

Janitor 23,780.00 

Miscellaneous 

Museum 6, 840. 00 

Office supplies and printing 

Postage 

lower, light, and heat 22,850.00 

Repairs 6 > 360 -°° 

Telegraph and telephone 1, 800. 00 

Traveling expenses 

172,970.00 



Labor, 
equipment, 

and 
supplies. 


1917-1 

Salaries. 
$99,400.00 
26,520.00 
2,640.00 


919. 

Labor, 
equipment, 

and 
supplies. 


$2,000.00 
30,000.00 
5,500.00 
1,800.00 
30,000.00 
4,200.00 


$2,000.00 
30,000.00 
















25,000.00 
25,000.00 






2,500.00 
2,800.00 
1,750.00 
3,000.00 
3,600.00 
3,600.00 
30, 150. 00 
11,000.00 
3,000.00 
5,000.00 






2o,5S0.00 
""7,'i46.'66 


5,000.00 
2, 400. 00 
1,000.00 




5,000.00 
33,000.00 
25,000.00 

4,000.00 


23,900.00 
6,360.00 
1,800.00 






139,900.00 


193,340.00 


228,400.00 



1915-1917. 

Bacteriology $5, 500. 00 

Botany 16, 200. 00 

1 heimsiry 39,520.00 

1 ml engineering 11 inn 00 

Commerce 3 400. 00 

Education 211, eon. on 

l-.lectricalcngnicering 17,100.00 

English 52,100.00 

Extension 2 1, 000. 00 

Fisheries 

Forestry 17, 900. 66 

Forest pi oducts 

French 21;. 700. 00 

Geology 18,900.00 

German 28, 700. 00 

Greek 11,900.00 

History 28, 650. 00 

Home economics hi, 450. 00 

Industrial research 

Journalism 20,040.00 

Latin 11,300.00 

Law 31,400.00 

Library economy 3,490.00 

Marine, engineering 

Mathematics 37, -100. 00 

Mechanical engineenne 20,200.00 

Mining 10, 100. 00 

Military science 3,540.00 

Music and fine arts 25, 400. 00 

Oriental languages and lit- 
erature 5, 400. 00 

Pharmacy 15, 720. 00 

Philosophy 12,100.00 

Physical training 15, 300. 00 

Psychology 11,100.00 

Physios... 20,650.00 

Political and so, in I science. . 32, 100.00 
riihlirspeaUns and debate. 5,000.00 

Scandinavian 4, 400. 00 

Spanish 15, 600. 00 

Zoology 18, 100. 00 

691,360.00 

Marine station 2, S00. 00 

Summer session 10, 000. 00 

710,160.00 
New instructors, 1916-1917 . . 4, 870. 00 



715,i 



1915-1917. 

All salaries $890, 000. 00 

Instni'-fional ipnient 82,100.00 

Overhead, supplies and la- 
bor......--.' 137,900.00 

Sper-iai laboratory construc- 

1,110,000.00 



:;;,::oo. on 
in, 91 it) on 

■11,9.0.111) 
51,900.00 
21,01)0.00 
31,100,(10 
2", 100. (It) 



2(i,:ioii.ii(i 
N, 0110. 00 
3 1,350. (II) 

22,2110 on 

30, 550. no 
12, MID. 00 
3 1,3511.011 
21,900.1)0 

2,500.011 
2.3, Nit). 00 
12,200.1)1) 
3.3, 2(10. 00 

3,790.00 

I), 000. 00 
12,900.00 
2-1,100.00 
17,91)0.01) 

3,5 10.00 
30,800.00 

5,700.00 

111,990.1111 
15, 1011.00 



.!-.', lil III. oil 
.5,3110.00 
■1,700.90 

'.'■2, Niio.no 

50,1)00.011 



228,100.00 
62,500.00 



46564*— 16. (To face page 124.) No. 



$3»3, /yu. u 



1915-19 17 
'$188, 165701 

1917-1919 
S $219,605.0i 



1915-1917 
/$146, 875.0 

y 1917-1919 
$226,175.0 



1915-1917 

$67,472.5 



k 1917-1919 

"$127,978.5 



buildings. 



St'il.'l''ollf^ci.f \\ ; i-.lHii"hin. 1 'Sl.iiii:il'"( 






Sl-ii./:ij'I'i<'!'ria'i.-ii . 



includes f lie f.illowiiis; 



StliW'llllrireril VWlillillL-Ulll. .'-fillial-rl 



W'."" 



A1m)V('iipiiimipi! iiK'lii'li' l -iliclkiIlowirii:: 
ncqu.'skil^tnt.: iiyppro- 

I States ap- 
faxpaiment 

Smlth-LrViTtexfensioiij 
Estimated local receipts. 






::ii.i«ici «l 



\ l'.in-i'j 



\ ,,;■ 



AKrli-iiUniall.iiii,lli) K ..'.:: 

Walls andfplers 

l-.MtiiMoii water system.. 
K.vu-n>lun liL-Jtiini- .->>(,» 

BxtensIor3MweV system.! 



I'onipli lion 11 

\\''m'" ; .'',' .'.!■.' 
\.j.:ui..>: .11., 



Paving streets adjoining e 



T'lirni ;m<] cro;iniery 83 

H..|li.-i.|lin.. 

M.H hin.';:t!..p 

\'.'f.'Vitvirv liu hir. ■! ...... .... 

riioiosiiop 

Other departments 8, 000. 

Operation storeroom 2. 500. 

< .mrrnltii)-- leeount 

l".-]Hisih. refunded 



\ 1917-1019. 



station 247,6 



\l917-l 



< ITS, 600. 00 
1917-1919. 



AgTieiiltiiniVxMi-Ioiiwnrk. $2,000.00 



1915-1017. 

Library , hooks, etc So, 000. 00 

v neijirwv _ 5,5(W.iHi 

Architecture 2,1)00.00 

li»t;iny -i.oHikdii 

< h.'pni irv..... 11 i,„>i) mi 

huoiiumic ici.nee and his- ' 

K'luetMl")] '""" l.'foO.'llO 

t it.' 'i i l!''? '.'.." . »\m'm 

l-'oivv(rv.. 500 00 

< ; '"1" ; T l.L'Oo.oo 

" "..(Hie' '...lOO.OU 

!TiVi'T'''mmt'" \ i'.ooo.oo 






101.-.-1H17. 

xp C rim C nt a lwk. /S"W- 00 
1917-1919. 



H.vt.'H.-.Inri work. 



rmIsiiiir|nji.]iclands(col!ei;. 

•■i:-l--- <■ 'ill 1,775.00 

Military, Ineliidlnfi encarai> 

lliy-lt d .-riiii-niitiii 1 1| .".cm. CKt 2J50o!oO 

77,625.00 110, M0. 00 

1915-1917. 

eritiipment, 

SffgSi, 

Salnries. expense. 

Adiniiijsir.itioii 58,325.00 S13, 23.5.00 

viTii-utnir.' ir.i7.voo 11,075.00 

Potany 7,.V.'l .10 1,975.00 

llnii'i,',,!!, f ;.'.' ... .s>>i no i'.rir.'.m 

Wi.-ritun- 9.10.00 1,31)0.00 

Zcdorv.." 1,000.00 3.MWI.00 

I'uv.illnii experiment sta- 
tion 20,700.00 32,175.00 

67,725.00 79,150.00 

1915-1917. 

equipment, 
supplies 
Salaries. expense. 

'.'.'.'.'. 21^325.00 IS^OO 

34, 700. 00 32,772.50 



fflfE 

110,825.00 »!?,?». 



"-■"■- '.-*." ■-■ 



MFK] l,: IV ,.| 

!■"■. ' I 



' In'-hn)..; .iLiry l1^ ^ii]H:rvl~in^ a 



SECTION IT— GENERAL REVIEW OF THE PUBLIC-SCHOOL SYSTEM, 



It has been impossible for the committee in the time allotted to 
survey in detail the public schools of the State. Only those general 
aspects of the public-school system have been considered which are 
believed to be of vital importance to the progressive development of 
the system as a whole. 

These are treated very briefly under the following heads: 

1. Support of the public schools. 

2. County school administration and supervision. 

3. Public-school teachers. 

4. Special preparation for rural teachers. 

5. Certification of teachers. 

6. Instruction in the schools. 



Chapter XII. 
SUPPORT OF THE PUBLIC SCHOOLS. 

Washington has been comparatively liberal in the support of its 
public schools, and in the main the plan used for levying and appor- 
tioning the school funds is thoroughly sound. 

The State utilizes three units for tax purposes — 

(a) The State. 

(b) The county. 

(c) The local district. 

It is eminently fair that the State at large should be taxed to sup- 
port all the schools of the State, for education is the business of 
the State just as much as it is the business of a community or an 
individual. Washington is a large Commonwealth extremely varied 
in topography and natural wealth. It is rich in grain, fruit, min- 
erals, and lumber, but it has also large sections of semiarid lands, 
where the population is sparse and poor. In these sections, where 
the amount raised by local taxation is correspondingly low, it is 
right that the State at large should give liberal aid. County taxa- 
tion is justifiable on similar grounds. Since the county is the unit 
for civil administration, it is reasonable to expect that it should tax 
itself for the maintenance of all its schools alike, and divide equitably 
among the schools the taxes from such public carriers as railways 

125 



126 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

and steamship lines. Finally, a considerable amount of local taxa- 
tion is necessary to keep alive and foster the local interest in school 
affairs and to develop local independence and self-reliance. Since 
Washington distributes the burden of school taxes among the three 
administrative divisions, the sole question of concern in this State is 
whether or not these three kinds of taxes are scaled in the most equit- 
able way. 

The total levies for school purposes for the fiscal year ending June 
30, 1914 (the last available figures), amounted to $13,648,534, divided 




Fig. 1. — Sources of school-district revenues for the year ended June 30, 1914. 



as follows: State apportionment, $2,794,806; county apportionment, 
$2,739,107; school district taxes, $6,376,886; sale of bonds, $1,510,- 
400; other sources, $227,335. In addition there were balances on 
hand sufficient to make the total levies and balances $17,465,627. 
Of this total, $13,774,643 represents the actual disbursements for 
common-school purposes during the year. These facts are shown 
graphically in figures 1 and 2. 

The graphs disclose that practically 60 per cent of the taxes come 
from district levies. There is, however, general agreement through- 



GENERAL REVIEW OF THE PUBLIC-SCHOOL SYSTEM. 



127 



out the country that the bulk of the funds for school maintenance 
should come from State and county rather than from local effort; in 
other words, that local district taxation should be used only for build- 
ings and similar local advantages, and that State and county should 
pool their efforts for all other purposes. California, for example, has 
a uniformly good system of rural, village, and city schools, in the 
mountains and the valleys, in the fruit belt, and in the arid sections, 
because it wisely relies on State and county taxation to maintain all 
its schools, seldom resorting to local taxation for other than building 



Teachers' Wages 
51.4* 



Rent, Repairs, 
Fuel, Supplies 

20. .32$ 



Bonds paid 4.16$ 



^ 



*Vv 



*W^ 



Sites, 

Buildings, 
Furniture, 
Apparatus 
17.47# 



V 



<*i& 



•35? 



V<4 



Fig. 2.— Distribution of warrant and capital disbursements for the year ended June 30, 1914. 

purposes. Washington strives to equalize the natural inequalities 
in the State's taxable wealth for the schools through an excellent 
method of apportionment, but, unfortunately, this is not sufficient 
to overcome the fundamental inequalities in the general tax system. 

The committee recommends that a careful study of the best tax 
systems in other States be made to ascertain a fair and equitable 
basis for scaling up the State and county taxes levied in the State. 

The school taxes are applied through three separate funds: The 
general school fund, the building fund, and the bond-redemption 



128 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

fund. The general school fund includes the following: State appro- 
priations or " current State school fund/' county appropriations, 
and district maintenance levies. The apportionment of the current 
State school fund for 1916 is graphically shown in figure 3. 1 

The system of apportionment is based on the soundest principle. 
The two vital factors in school cost are the teaching force and the 
children actually utilizing the schools, i. e., the children in daily 
attendance. These two factors have been made the basis in apportion- 
ing the general school fund in Washington, the current State school 




Fig. 3.— State current school fund, 1915-16, $3,036,140. 



fund being apportioned entirely on the basis of daily attendance, 
and the county appropriation on the basis of two-thirds for attend- 
ance and one-third for teachers needed. 

A full analysis follows, showing how the current State school fund 
for 1916 is apportioned: 

303,614 census-children at $10 each equals $3,036,140, if all is collected. 
$3,036,140 less $89,300 bonus to high-school grades equals $2,946,840. 

1 A full statement of this fund has just been published by the State department of education, Olympia, 
as Bulletin No. 28. 



GENERAL REVIEW OF THE PUBLIC-SCHOOL SYSTEM. 



129 



$2,946,840 divided by 39,918,540 days (basis of apportionment) equals 7.382 cents per 
day. 

(39,918,540 days at 7.382+ cents per day equals $2, 946,787.) 
($2,946,840 less $2,946,787 equals $53, correction due to decimal.) 

$3,036,140 divided by 33,213,683 days (total actual days, all schools, all credits ex- 
cluded) equals 9.141+ cents per day. 

33,213,683 multiplied by 9.141+ cents equals $3,036,063. Decimal correction, $77 

$2,062,555 (direct tax portion) less $89,300 equals $1,973,255. 

$1,973,255 (tax portion) divided by 39,918,540 equals 4.94+ cents per day. 

39,918,540 multiplied by 4.94+ cents equals $1,971,976. Decimal correction, $1,279. 

Actual attendance rate per diem (all credits excluded), 9.141+ cents. 

Present basis of apportionment, rate per diem (one-half high-school attendance 
credit, private-schools credit, institute credit, 2,000-day credit, consolidation credit, 
defective credit, evening school credit, parental-school credit, sickness credit, 
actual-attendance credit), equals 7.382 cents+ $89,300 high-school grades. 

Table 33. — Credits itemized. 



Basis of apportionment. 



Days. 



Rate per 

day (cents), 



Amount. 



1. One-half high-school attendance credit. 

2. Private schools 

3. $100 bonus to high-school grades 

4. Institute 

5. 2,000 days' attendance 

6. Consolidation 

7. Defective 

8. Evening schools 

9. Parental 

10. Sickness 



299, 348 
622, 201 



7.382 
7.382 



922,586 
678, 127 
632,000 
267,820 
177,310 
83, 346 
23,644 



7.382 
7.382 
7.382 
7.382 
7.382 
7.382 
7.382 



$169,737.87 

119,750.87 

89,300.00 

68, 105. 30 

50, 059. 33 

46,654.24 

19, 770. 47 

13,089.03 

6, 152. 60 

1, 745. 41 



5.59 

3.94 

2.94 

2.24 

1.64 

1.53 

.64 

.43 

.20 

.05 



Total amount to credits . 

11. Basis of apportionment 

Decimal correction 



2 33, 212, 158 



7.382 



584,365.12 

2,451,721.50 

53.38 



19.20 



Total 



39, 918, 540 



7.382 



3,036,140.00 



i Excluding 286 for Skamania and 50 for Stevens. 

2 Equals actual attendance (33,213,685 days) less 1,525 days. 

Although the underlying principle is correct, in minor details the 
system should be changed. The attorney general of the State 
ruled (Oct. 7, 1915) that (1) the 2,000-day credit attendance, (2) the 
one-half high-school credit attendance, (3) the credit attendance in 
parental schools, and (4) the credit attendance for defectives should 
not be counted in " arriving at the basis of attendance for the appor- 
tionment of two-thirds of the county apportionment." This needs 
reconciliation with the State basis. The credit attendance is the 
growth of years. Many of the items included should be modified or 
discontinued altogether. The State superintendent of public instruc- 
tion has urged such modification on various occasions. 

The committee is of the opinion that a careful revision of the whole 
system of apportioning both the current State school fund and the 
county fund should now be undertaken. 
46564°— 16 9 



130 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

Chapter XIII. 

COUNTY SCHOOL ADMINISTRATION AND SUPERVISION. 

When Washington organized its school system, the State borrowed 
its plans largely from the older States. In the early days this organ- 
ization was adequate for all purposes, but the State is now rapidly 
outgrowing it. The fact is recognized not only by the educational 
leaders, but by the laity of the State as well. The present chap- 
ter is devoted to a brief outline of the system of administration 
and supervision so far as it concerns the county and its subdivisions- 
Section 1 of paragraph 97 of article 1 of the school code provides 
that "for purposes of supervision and administration each county in 
the State shall constitute one county school district." The super- 
visory and administrative control of the county school district is 
delegated to a county superintendent and such assistants as may be 
provided him by law. The superintendent's administrative function, 
however, is largely neutralized by the powers of the directors of the 
local districts into which the county is divided, so that in matters of 
school administration the county loses much of its significance. In 
practice Washington utilizes the county as the unit of school 
supervision. For purposes of taxation, also, the county is important. 
Three units are used in the United States for local educational 
administration: The district, the township, and the county. The 
district unit belonged to the original pioneer system. It came into 
use by common consent in early days when nothing else was possible 
and generally preceded all school legislation. Wherever a sufficient 
number of families gathered in a new settlement they organized their 
own schools as best they could. The families served by a single 
school formed the original district unit. 

The present small district school organization in Washington is an 
outgrowth of the early system used in New England and the Middle 
West. While pioneer conditions prevailed in the State this organ- 
ization proved satisfactory, but now that Washington has become a 
flourishing Commonwealth, the small district is less able to provide 
the most economical kind of school organization. The district unit 
must either be abandoned or reinforced through other means. 

The township unit of administration belongs to New England and 
a few States westward. It would not be a practicable device for 
this State, and may be passed by in the discussion. 

The county unit, on the other hand, which had its origin in the 
Southern States and has more recently spread to several Northern 
and Western States, is better adapted to the changing conditions of 
such a State as Washington. The county system of organization 
usually centralizes school effort by placing practically all educational 
authority in the hands of a small county board of education, which 
elects a professionally prepared educator as county superintendent 



GENERAL REVIEW OF THE PUBLIC-SCHOOL SYSTEM. 131 

and executive secretary. This educator is charged with the selec- 
tion of all the teachers of the county. Questions of school policy, 
establishment of new schools, closing of small, ineffective schools 
or their consolidation into large central schools, and similar matters 
are decided by the board. The prevention of the duplication of 
schools and the consequent reduction of the number of teachers, the 
establishment of careful grading, and the adoption of courses of study 
appropriate to the community — these are some of the improvements; 
which have usually followed the inauguration of the county system 
of organization and which tend to make this system both effective,- 
and economical. 

But even the county system of school administration as just out- 
lined does not prove satisfactory under all conditions. In Washing- 
ton many of the counties are too large and the population too scat- 
tered to warrant the general adoption of such a system. Okanogan 
County, for example, has an area equal to New Hampshire and is 
more difficult to traverse. The population is comparatively small, 
living in great measure under pioneer conditions. The same is true 
of other large sections of the State. In view of these facts the com- 
mittee is inclined to advocate for the present a flexible policy of 
school administration. It is probably better that the sparsely popu- 
lated counties retain, for the time being at least, the local district 
organization and seek a remedy for the defects of general adminis- 
tration and supervision in some other way. For such of the Washing- 
ton counties, however, as have a well-distributed population of, say, 
not less than 6,000 census children, a permissive county organiza- 
tion might be authorized by law to allow the most compact and 
best populated sections of the State to experiment with the system. 

The early county superintendent in the United States was created 
as a clerical and financial functionary to apportion locally the school 
taxes, to make statistical reports to the State department of educa- 
tion, and, incidentally, to visit schools and stimulate interest in 
educational affairs. The office called for no special qualifications, 
and could be filled from the general electorate as easily as any other 
county office. But recently educational problems have changed, and 
the superintendent's work has become greatly enlarged. Many new 
powers and functions have been conferred upon the county super- 
intendent. The office can not now be filled satisfactorily except by 
a well-educated person of broad experience and executive ability. 

The Washington school code, dealing with the subject of county 
superintendent, is in harmony with the old conditions when any 
layman of reasonable ability could fill the office well. It reads : 

No person shall be eligible to hold the office of county superintendent of schools who 
shall not at the time of his election or appointment have taught in the public schools 
of this State two school years of nine months each, and who shall not at the time of 
such election or appointment hold a first grade or higher certificate. 



132 EDUCATIONAL SUEVEY OF THE STATE OF WASHINGTON. 

This minimum requirement of experience and preparation does not 
guarantee to the county persons fit for the important office of superin- 
tendent. Entirely too often the incumbents have less preparation 
for their work than do the majority of the teachers under their direc- 
tion. This is a serious evil. Again, the State, which otherwise pays 
rather liberal salaries, provides for the county superintendent a salary 
utterly inadequate and out of proportion to the importance of the 
office. In fact the post is so poorly paid that there is no incentive 
for any person to prepare for it. The salaries range from $480 per 
annum to $2,000, averaging about $1,138. Consequently, it is not 
uncommon to find county superintendents who are obliged to preach, 
to plow, or to keep shop, and to make of their educational office a side 
issue. As a remedy for this condition the committee recommends 
that the eligibility and salary clauses in the code be changed so that 
any person, in order to be eligible to the office of county superin- 
tendent, shall hold a professional certificate valid in this State ; shall 
have had at least five years of professional experience, and shall 
have had not less than two years of advanced preparation of college 
or normal school grade in addition to being graduated from a 
secondary school. The minimum salary, it is recommended, shall be 
$1,200, and the maximum, $3,000. In case eligible persons can not 
be found in the county, candidates should be chosen from some other 
county. 

Even with the right kind of county superintendent, the problem 
of providing effective schools would not be solved. In addition to 
expert administration, there is urgently needed in the schools of the 
State — and particularly in the rural schools — close professional super- 
vision. Indeed, with adequate supervision, no further reorganization 
would probably be needed for years to come. Ohio, West Virginia, 
and other States have attacked the problem by subdividing the 
county into supervision districts on the basis of one supervisor to not 
more than 30 teachers (or schools) under his jurisdiction. The 
supervisor should preferably live in his supervision district, although 
he should be responsible for his work to the county superintendent, who 
is his superior officer. In order to equalize educational opportunities 
the State should pay part of the supervisor's salary. In return the 
supervisor should be nominated by the State superintendent of schools, 
or by the State board of education, and his appointment should be 
ratified finally by the local boards of the districts comprised in the 
supervision unit. 

The committee is convinced that the lack of professional super- 
vision in the rural and village schools is one of the greatest weaknesses 
in the whole school system, and recommends that legislation be passed 
to remedy it by subdividing the counties for supervision purposes. 



GENERAL REVIEW OP THE PUBLIC-SCHOOL SYSTEM. 133 

Chapter XIV. 
PUBLIC SCHOOL TEACHERS. 

STATISTICS OF GENERAL TRAINING, PROFESSIONAL PREPARATION, AND TENURES. 

Liberal school support and efficient school administration are 
essential in a progressive school system; but more important still is 
a well educated, professionally trained teaching body. The profes- 
sional preparation and general education of the present body of 
Washington teachers are discussed in the following paragraphs. 

In the year 1912-13 the common schools of Washington employed 
8,459 teachers, of whom 6,795 were women; in 1913-14 the number 
had increased to 8,639, of whom 6,928 were women; in 1914-15 there 
were 9,068, of whom 7,276 were women. 

The committee, working in cooperation with the State department 
of education, recently sent a questionnaire to every teacher in service 
to ascertain the preparation each had had, the length of service, and 
several other important facts. At the time of the filing of this report 
the questionnaires had not all been returned. Final tables could not 
therefore, in every instance, be given. However, the data for many 
counties were complete, and for purposes of comparative statistics 
the figures are wholly satisfactory. The data on high schools also 
were complete. 

According to the returns there are 1,947 high-school teachers, 987 
men and 960 women; 1,737 teachers of one-room schools reported. 
This number should probably be increased to about 1,800. In addi- 
tion to the teachers in one-room schools, 4,202 elementary teachers 
reported. This number should probably be increased to about 5,500. 
The total of these three groups would give the State a present teach- 
ing force of about 9,248 in elementary and secondary schools. 

Of more importance than mere numbers is the kind and amount 
of preparation of the teachers intrusted with the education of the 
future citizenry of the State. The study has disclosed that Wash- 
ington teachers on the whole are better prepared for their profession 
than teachers in many other States. This statement refers only to 
the amount of time spent in academic and professional institutions, 
and furnishes no final criterion of the absolute effectiveness of the 
instruction secured. It appears from Table 34 that in a total of 
1,737 teachers of one-room schools reporting, 1,158 have some profes- 
sional preparation and 302 have none. This is set forth graphically in 
figures 16 and 17 in Section III. Professional preparation, as the 
term is used here, ranges from attendance at a university, college, 
or normal school for one or more summer schools to graduation 
from advanced courses in these schools. Other elementary teachers 
make a better showing, only 5 per cent reporting no professional 
preparation. 



134 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

Figures compiled by the United States Bureau of Education 
(Bulletin, 1914, No. 49) give the average number of teachers without 
any professional preparation in places of less than 2,500 people, as 
32.3 per cent, and the average for the Western Division of States as 
22.9 per cent. A comparison of these figures with those given in the 
preceding paragraph is not unfavorable to Washington. Nevertheless, 
the fact remains that 1 out of 5 rural teachers and 1 out of 20 other 
elementary teachers in the State have no training for their tasks, and 




Fig. 4. — Rural teachers trained in Washington institutions and institutions of other States. 

a still larger number do not have as much or as efficient preparation 
as the public has a right to expect. 

The State occupies a unique place in one respect, namely, that it 
has been able to depend on other States farther east to prepare 
nearly one-half of its teaching staff. For the future there will prob- 
ably be a gradual decline in this supply of foreign-trained teachers 
until a minimum is reached. Teachers from the older States are 
attracted to Washington by the better salaries paid, and by the 
apparently greater opportunities for winning worthy positions in 
life. Out of the total of 1,947 Washington high-school teachers, 949 



GENERAL REVIEW OP THE PUBLIC-SCHOOL SYSTEM. 135 

have had all their preparation in other States, and 274 have 
attended schools both outside the State and in it, while only 606 
are exclusively from Washington institutions. Probably the time 
is at hand to consider carefully the conditions under which extra- 
State teachers should be accredited and certificated. Up to the 
present their influx into the State has been stimulating to the home 
product and has given the young State better teachers than it 
could otherwise have received. The ratio of State and extra-State 
rural and other elementary teachers is seen in figures 4 and 5. 



Washington Institutions 
Exclusively 
42.6$ 



Both / Other States 

Washington / Exclusively 

and 

35.73$ 
Other States 

21.62$ 



Fig. 5.— Elementary teachers (other than 'rural) trained in "Washington institutions and institutions of 

other States. 

Figures presented elsewhere in this report 1 show certain significant 
facts, namely: (1) That the university and colleges devote con- 
siderable attention to preparing elementary-school teachers, a task for 
which they have poor facilities, and in performing which they dupli- 
cate the work of the normal schools; and (2) that a considerable 
number of teachers find their way into the service from the uni- 
versity and colleges by the county-examination route. These have 
had no professional preparation worth mentioning. The report 
later emphasizes the fact that the preparation of elementary school 

i See Figures 16 and 17 in Section III; also Table 34. 



136 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

teachers is the peculiar function of the normal schools. For this they 
are better adapted than the colleges. In the preceding section it was 
also recommended that the colleges should be discouraged from offer- 
ing courses for elementary teachers. 1 

Figures 6 and 7 indicate the institutions attended by rural and 
other elementary teachers one term or more. The comparison natu- 
rally favors the elementary group. Of teachers in one-room schools 
8.28 per cent have had elementary-school preparation only, and 15.56 




■Institutions attended one term or more. (Teachers of one-room schools.) 



per cent high-school preparation only (which does not always mean 
the completion of high-school courses). Of the other elementary 
teachers, 1.77 per cent report elementary preparation only, and 4.78 
per cent high-school preparation only. While conditions in regard 
to the academic preparation of teachers are more serious in some 
other States, it is evident that in the interests of its children Wash- 
ington can not continue to intrust 8 per cent of its one-room schools 
to teachers whose formal training has not extended beyond the cur- 
riculum of the very school in which they teach. The committee's con- 

i See Ch. IX, p. 112 et seq. 



GENERAL REVIEW OF THE PUBLIC-SCHOOL SYSTEM. 



137 



ception of the academic and professional preparation which should be 
required of all teachers is set forth in the section on normal schools. 
Figures 8 and 9 call attention to another serious condition. Too 
many teachers, once they are certificated, are satisfied to remain 
scholastically in statu quo. For example, 47.33 per cent of teachers 
in one-room schools and about one-third of the other elementary 
teachers have attended no educational institutions while in service. 
This is probably due in a large measure to the exceptional ease with 




Fig. 7. — Institutions attended one term or more. (Elementary teachers in other than one-room schools.) 

which certificates can be renewed in this State. As a remedy the com- 
mittee suggests that some new compulsory plan be adopted for 
the further training of all teachers while in service. Such a plan 
can advantageously be worked out by the normal schools in coop- 
eration with the State department of education. (See Section III, 
p. 177 et seq.) 

Long tenure is an indication of professionalized teaching. The 
amateur teacher never remains long in the profession or in any one 
place. The survey has disclosed that teacher tenures in Washington 



138 EDUCATIONAL SURVEY OF THE STATE OE WASHINGTON. 

are a trifle better than the average for the United States as a whole. 
Figures 10 and 11 give the teaching experience of all except high- 
school teachers. They show (1) that one-fourth of all the teachers in 
one-room schools do not teach more than one school year, and that 
the percentage of other elementary teachers reporting similarly brief 
tenures is much smaller; (2) that one-third of the rural teachers have 
taught more than five years, and that fully 65 per cent of other ele- 
mentary teachers teach five years and over. 




Fig. 8.— Per cent of teachers attending institutions while in service. (One-room teachers.) 

The large number of very short tenures in rural schools is due to 
the fact that these schools alone are willing to accept inexperienced 
teachers. It is one of the inconsistencies of the American school 
system that the rural schools, which, with the new demands, are 
becoming the most difficult of all for a beginner, should continue as 
practicing grounds for all kinds of apprentices. The cure for this 
defect lies with the State. Not until the State demands a specialized 
preparation of rural teachers will the practice cease. On the other 
hand, the comparatively large number continuing in the profession 



GENERAL REVIEW OF THE PUBLIC-SCHOOL SYSTEM. 139 

in Washington for more than five years is probably due to the good 
salaries and to the efforts made to house teachers properly by pro- 
viding teachers' cottages. The average salaries paid teachers in the 
State are $105.79 for men and $83.85 for women. The remuneration 
is sufficient to secure for the State long and effective service. 

The conditions revealed by figures 12 and 13, which disclose the 
longest tenure in one place, are similar to those already discussed. 
Long tenure in one place is held to be of such importance that several 




Fig. 9.— Per cent of teachers attending institutions while in service. (Elementary teachers in other than 

one-room schools.) 

States — notably Wisconsin and Indiana — have passed laws recently 
to encourage teachers to continue indefinitely in the same community. 
These laws provide that the State, in addition to the salary supplied 
by the community, shall pay the teacher something like $5 monthly 
for the second year, $10 monthly for the third year, and $15 monthly 
for each subsequent year. A penalty clause is also attached to pro- 
vide against local salary reduction to offset the State's contribution. 
Such a law is recommended for Washington. 



140 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

Chapter XV. 

SPECIAL PREPARATION FOR RURAL TEACHERS. 

The educational needs of rural-school teachers have already been 
alluded to, but the committee believes the subject is important 
enough to warrant special discussion. 

It is not sufficient that teachers in rural schools should have as 
much general education and professional skill as teachers in the 
elementary grades of the city schools. In addition they need a 




Fig. 10.— Teaching experience in years. (Teachers in one-room schools.) 

wider range of knowledge and a knowledge of some subjects not 
necessary for the success of teachers in elementary schools in 
the city. It has long been accepted that the schools must give 
the tools of learning — reading, writing, arithmetic, and elemen- 
tary geography — and educate for the duties and responsibilities 
of citizenship. To direct this work teachers in country and city 
schools need practically the same educational preparation. Human 
interests and the fundamental requirements of good citizenship are 
substantially the same in city and country. But it is now agreed 
that the schools must also prepare children, to some extent at least, 



GENERAL REVIEW OF THE PUBLIC-SCHOOL SYSTEM. 



141 



for their vocational life, and the demand that the schools shall per- 
form this function more fully grows from year to year. 

While in the cities the occupations of the masses of the people are 
more varied than in the country, the division of labor has been car- 
ried to a very high degree, and the year's work of very many people 
has been reduced to a constant repetition of a few simple processes, 
many, if not most, of which may be learned largely by imitation and 
continued with a fair degree of success without any very compre- 
hensive knowledge of the fundamental principles involved. In the 




Fig. 11.— Total teaching experience in years. (Elementary teachers in other than one-room schools. 

country, on the contrary, most men are engaged in one occupa- 
tion, that of farming, and most women in making and caring 
for their country homes. In neither of these occupations has division 
of labor been carried very far, nor do they readily lend themselves 
to the application of this principle. The farmer who owns the farm 
which he cultivates (86.3 per cent of the farms in the State of 
Washington are operated by their owners, according to the Fed- 
eral census of 1910, and only 13.7 per cent are operated by ten- 
ants) must, in order to do his work intelligently and to be sure 
of any degree of success, have a mastery of a wide range of very 



142 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

different processes to be applied under varying conditions from 
day to day and from season to season. He should have also a 
working knowledge of the physics and chemistry of the soil, of 
fertilizing and the means of preserving the fertility of the soil, 
of plant and animal life, of plant and animal breeding, of methods 
of tillage, and of harvesting, preserving, and storing crops of many 
kinds, of feeding and caring for different kinds of animals, of 
plant and animal diseases, of the operation, care, and repairing 
of all kinds of farm machinery, of such engineering as is required in 




Fig. 12. — Longest tenure in one place. (Teachers in one-room schools.) 

road building, terracing, draining, and irrigating, and in controlling 
small streams, of bookkeeping and accounting, marketing and many 
forms of rural economy, of the elementary principles of forestry, 
and of such forms of architecture, carpentry, and stone and brick 
masonry as are necessary for planning and building houses, barns, 
silos, sheds, fences, and gates. 

The task of the farmer's wife is to make the country home sani- 
tary, convenient, comfortable —a fit place for herself and her hus- 
band to live in happily and for their children to be born and 
reared in. In this she can not have the help of sanitary inspec- 



GENERAL REVIEW OF THE PUBLIC-SCHOOL SYSTEM. 



143 



tors and other useful agents of the more complex urban commu- 
nities. She must know how to select and prepare a wholesome, 
balanced ration for the members of her family, how to clothe 
them most suitably and economically, how to care for the health 
of herself and her children without the constant help of the phy- 
sician, and how to guide her children in their early mental and 
moral development. She must also know how to buy and sell to 
advantage a large variety of produce and household necessities, 
how to care for vegetable and flower gardens and poultry. She 



1 to 
Z years 
12.67# 




years 



Fig. 13. — Longest tenure in one place. (Elementary teachers in other than one-room schools.) 

should have such a knowledge of the general operation of the 
farm as will enable her to sympathize with her husband's work 
and to advise him in it; and it is always possible that she may 
be left the task of managing the farm alone and that the living 
and education of her children may depend upon her ability to do 
so successfully. All these things need to be known by the farmer 
and the farmer's wife, not only in process but also in principle, 
since through a knowledge of principles alone can one work intel- 
ligently under ever-changing conditions. 



144 EDUCATIONAL SURVEY OP THE STATE OF WASHINGTON. 

Only a small per cent of country boys and girls of Washington as 
yet go through the high schools. Therefore, whatever the schools 
are to do toward teaching them or putting them in the way of learn- 
ing these principles and practices of their vocational life must be done 
in the elementary schools. 

If the rural schools are to teach what country people need to 
know, the teachers of these rural schools must know these things 
also, and know how to teach them, and the schools in which the 
teachers are educated and trained must prepare for this work. It 
may be a large and difficult task, but there is no way to avoid it. 
It must be met squarely, or else the rural schools will fail in this 
very important function, demanded by modern life and changing 
social ideals. To prepare teachers for rural elementary schools, 
therefore, normal schools should give more extended and more 
practical courses in all the sciences that pertain to country life. 
For this they need larger equipment of laboratories and sufficient 
land for cultivation of farm crops, produce, and vegetables to 
enable them to demonstrate the more important processes of 
farming, gardening, and fruit growing. Each normal school should 
also have the use of a house to be fitted up and kept as a model 
country home. It should have the use of one or more rural schools 
to be made as nearly as possible into model schools for observation 
and practice, and should put itself and its students into close touch 
with as many schools as may be reached by any practicable means of 
transportation. The cost of equipment for preparing teachers for 
rural schools need not be very large, but it is important that it 
should be provided as early as possible. Already something has 
been done in this direction at each of the normal schools, but not 
enough at any one of them. 

All persons preparing to teach in rural schools should be encour- 
aged to remain through the entire three years of the normal-school 
course, as recommended later in this report. 1 Those who leave at the 
end of two years should be expected to continue their studies in 
the vocational side of their work and to return from time to time 
to the normal schools for further instruction. Since approximately 
half of the elementary teachers of the State are in rural schools, 
and all of these must be vocational teachers to some extent at least, 
this special preparation of rural teachers should be accepted by the 
normal schools as a large and important part of their work. 2 

i See Section III, p. 177 et seq. 

2 There is a growing demand for special teachers of gardening in city schools, gardening to be done ia 
both school gardens and at the homes of the children, in both cases under the direction of the school. 
As this is a valuable phase of educational work for city children, and since the demand for teacher? to 
direct such work will probably be permanent, the normal schools might well make provisions for their 
preparation. This might easily be done in connection with the preparation of rural teachers in agricul- 
ture. The State college might also prepare teachers for this work through the cooperation of its departments 
of agriculture and education. 



GENERAL REVIEW OF THE PUBLIC-SCHOOL SYSTEM. 145 

Chapter XVI. 
CERTIFICATION OF WASHINGTON TEACHERS. 

Public-school teachers in Washington are certificated in several 
different ways. The higher institutions of learning are authorized by 
law to issue certificates and diplomas. City schools issue high-school, 
grammar-school, primary, and special certificates; and the county 
superintendents issue temporary and special certificates. The majority 
of the public-school teachers, however, are certified by the State 
superintendent of public instruction. The office of the State superin- 
tendent issues several thousand certificates annually. The centrali- 
zation of certification through the superintendent's office on the 
basis of State-wide examination makes for uniformity and fairness. 
Nevertheless, the Washington system has serious defects which should 
be remedied. These are chiefly due to the fact that very few changes 
have been made in the method of certification since it was first estab- 
ished. 

The following are the " common-school certificates" issued by 
State authority: 

(a) Third-grade certificates; 

(b) Second-grade certificates ; 

(c) First-grade primary certificates; 
id) First-grade certificates; 

(e) Professional certificates ; 
(/) Permanent certificates; 

1. Permanent first-grade primary certificates; 

2. Permanent first-grade certificates; 

3. Permanent professional certificates; 
{g) Life certificates. 

The third-grade certificate is the lowest grade of certificate issued 
by the State. It may be procured by any person 18 years of age who 
has passed an examination in the common-school subjects, with 
minimum grades of 70 per cent in arithmetic and grammar, and 60 
per cent in reading, penmanship and punctuation, United States 
history, physiology and hygiene, geography, theory and art of teach- 
ing, orthography, and Washington Manual. Almost any person 
coming out of the elementary schools can get a third-grade certificate 
by doing a small amount of outside reading. In the early days of 
the State's history, when teachers were few and difficult to obtain, 
such certificates were necessary ; but this is no longer the case. It is 
shown elsewhere (p. 177etseq.) that the prof essional schools of the State 
and other States should hereafter be able to supply enough profes- 
sionally prepared teachers to obviate the necessity of resorting to 
recruits of low-grade certification. 
46564°— 16 10 



146 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

A large number of the holders of these third-grade certificates are 
employed in the one-room rural schools of the State, and far too 
many find service in the other elementary schools. In a total of 
1,737 teachers in one-room schools reporting to the committee (see 
fig. 14), 20.07 per cent hold third-grade certificates, while in a total 
of 4,269 other elementary teachers (see fig. 15) a little more than 3 
per cent have similar certificates. 

The most unfortunate feature of the law relating to certification is 
that third-grade certificates may, in actual fact, become permanent 



2nd Grade 
43.75$ 



1st Grade 



Temporary 1.09%> ^\ 








t^zzs^^// 


\ Normal / 1 






\ Secondary / 1 
\ 9.93$ / / 




3rd Grade / 
20.07$ / 


\ / Normal / 






\ ^/Elementary / 
\/ 7.46% /Nor- 






N. / mal 


Life \ 




\^ / Dip. 
^v^/ 4.56$ M 


4.83$ \ 





Fig. 14.— Washington certification. (One-room rural teachers.) 

certificates if the holder takes advantage of paragraph 316, article 1 
of the school code. Teachers who are able to make their third - 
grade certificates permanent under this u 90 per cent clause" should 
be encouraged to secure a higher form of certificate. 1 However, as 
has been implied above, the committee is convinced that third-grade 
certificates are no longer necessary in this State. It recommends that 
they be discontinued at an early date. 



1 See table of examination for teachers' certificates, p. 148. 



GENERAL REVIEW OF THE PUBLIC-SCHOOL SYSTEM. 



147 



Respectively 43.7 per cent and 28.6 per cent of rural and other ele- 
mentary teachers in the State teach on the second-grade certificate. 
The subjects required are the same as for the third-grade with the 
addition of music, but the standing required on examination is 
higher. The second-grade certificate should be the lowest grade of 
certificate granted hereafter, but the law under which it is renewed 
should be modified. The act reads: 

This certificate shall be valid for two years, but may be renewed if, during the life 
of the certificate, the holder has complied with any one of the following conditions, 




Fig. 15.---Washington certification. (Elementary teachers in other than one-room schools.) 

to wit: (1) An attendance of one semester at an accredited school of higher education 
or of six weeks at an accredited summer school when satisfactory work was done in 
three subjects and certified to by the principal of such school. (2) Upon 16 months of 
successful teaching. 

The renewal condition based on professional study in a school of 
higher education is excellent and should be the only basis for renewing 
the certificate, at least until the State can see its way clear to organize 
a thorough-going system for the further training of teachers in 
service. 1 Renewal "upon 16 months of successful teaching' ' is of 

1 See proposals made in Section III, p. 180 et seq. 



148 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

doubtful value, for no supervising officer will refuse to subscribe to 
such renewal, except in extreme cases. 

No teacher should be permitted to instruct in the new vocational 
subjects and the other subjects which have recently come to be 
regarded as essential in the curricula of modern schools who has not 
himself been examined in these subjects. Such is not the case under 
the laws of Washington. Many teachers are at the present time 
obliged to instruct in subjects with which they have little 
acquaintance and in which they have not been examined. The 
examination schedules for practically all the certificates issued under 
State authority are limited, for the most part, to the traditional 
courses of study. This appears from the analysis made by the State 
board of examiners set forth below: 

Examination schedules for teachers' certificates. 



Subjects for examina- 
tion. 


Grade of certificate and length of validity. 


Temporary. 


Third 
(1 year). 


j 
Second First primary 
(2 years). (5 years). 


All grades of 90 per cent 
or above on a valid 
certificate issued by 
this department or 
obtained during life 
of such certificate 
will be accepted so 
long as applicant has 
a certificate in full 
force. 


No examination 
required; see 
rules of State 
board of educa- 
tion, Circular 10, 
sent upon appli- 
cation. 


Reading, gram- 
mar, penman- 
ship and punc- 
tuation, history 
of United States, 
physiology and 
hygiene, arith- 
metic, geogra- 
phy, theory and 
art of teaching, 
orthog r a p h y , 
Washington 
State Manual. 


Same as third 
grade, and mu- 
sic. 


Same as second 
grade, and anv 
4 of the fol- 
lowing: Nature 
study, drawing, 
literature, physi- 
cal geography, 
psychology, his- 
tory of education. 



Subjects for examina- 
tion. 


Grade of certificate and length of validity. 


First 
(5 years). 


Professional 
(5 years). 


Life, unless re- 
voked for cause. 


Permanent, unless 
revoked for cause. 


All grades of 90 per cent 
or above on a valid 
certificate issued by 
this department or 
obtained during life 
of such certificate 
will be accepted so 
long as applicant has 
a certificate in full 
force. 


Same as second 
grade, and any 
4 of the fol- 
lowing: Physics 
literature, alge- 
bra, physical 
geography, bot- 
any, psychology. 


Same as first 
grade, and any 
5 of the fol- 
lowing not taken 
in securing a 
first-grade cer- 
tificate: Plane 
geometry, geol- 
ogy, botany, 
zoology, civil 
gove r n m e n t , 
psychology, his- 
tory of educa- 
tion, bookkeep- 
ing, composi- 
tion, general his- 
tory, Latin, 
German, politi- 
cal economy. 


Same as first 
grade, and any 
10 of the follow- 
ing not taken in 
securing a first- 
grade certifi- 
cate: Plane ge- 
ometry, geol- 
ogy, botany 
zoology, civil 
government, 
psychology, his- 
tory of educa- 
tion, bookkeep- 
ing, composi- 
tion, general his- 
tory, Latin, 
German, politi- 
cal economy. 


First-grade and 
professional cer- 
tificates may be 
made permanent 
without addi- 
tional examina- 
tion. 



Attention is called to the fact that not a single one of these certifi- 
cates requires examination in the modern vocational subjects, and 



GENERAL REVIEW OF THE PUBLIC-SCHOOL SYSTEM. 149 

yet the outlined course of study for the common schools of the State 
of Washington, adopted February 21, 1910, includes manual training 
and household economics one hour per week throughout the eighth 
grade, and forestry, agriculture, or horticulture three days per week 
in the same year. In addition, nature study is given in the first and 
second years, and manners and morals are included as a general 
exercise throughout the year. 

The committee recommends that the examination schedules be 
thoroughly revised to conform to the work actually required of the 
teachers in the schools. 

It was disclosed above that fully one-fifth of all the rural and other 
elementary-school teachers in the State have no professional prepa- 
ration. A large number of these persons have gained whatever 
knowledge they may possess about the business of teaching from, 
pedagogical books, from brief summer institutes, and experimentation 
in the classroom. In the opinion of the committee the facilities for 
the training of teachers provided within the State, together with the 
supply of professionally prepared teachers coming to Washington 
from other States, are now adequate to warrant the imposition of a- 
minimum professional requirement for all public-school teachers. 
Other States, for example Nebraska and Missouri, have laws to 
this effect. Washington might well follow their lead. If it should 
see fit to do so, the plan adopted should give the teachers in the field 
ample time to meet the new requirements. In order to work no 
hardship on anyone, five or six years from the time the act is passed 
might be allowed in which to procure the required professional prepa- 
ration. But for specific recommendations as to legislation, see Section 
III, pp. 177 and 180. 

The schools suffer probably as much from the insufficient academic 
preparation of the teachers as from any other cause. The tradi- 
tionaf elementary curriculum does not furnish either the broad culture 
or the scientific and practical knowledge essential to the comprehen- 
sion of modern civilization. No person whose academic preparation 
is limited to the elementary school has a sufficient foundation on 
which to build his teaching career. Indeed, graduation from an ac- 
credited four-year high school ought to be regarded as the minimum 
requirement for all the teachers in the State. It is the conviction 
of the committee that within a reasonable time no person should be 
granted a teacher's certificate who is not a graduate from a four-year 
high school. As in the case of professional preparation discussed 
above, teachers should be allowed ample time to meet this additional, 
requirement. The necessary legislative provisions are suggested in 
Section III, p. 177, et seq. 



150 EDUCATIONAL SURVEY OF THE STATE OF # WASHINGTON. 

Chapter XVII. 
INSTRUCTION IN THE SCHOOLS. 

The committee regrets that it has been unable, by reason of the 
limited time at its disposal, to study at first hand the content of the 
public-school courses and the methods and quality of instruction; 
for these matters furnish, after all, the final evidence of the efficiency 
of the schools. Under the circumstances the brief discussion in 
this chapter is necessarily based on documentary evidence mainly. 

The common-school course of study. — The course adopted in 1910 for 
the rural and graded elementary schools of the State contains, in 
addition to the fundamental studies, a considerable number of sub- 
jects of great instructional and inspirational value, such as history 
and mythology, geography, literature, nature study and agriculture, 
and manual arts. Mention has already been made of the fact that 
teachers are not examined in all the subjects they are expected to 
teach. The extent to which teachers are actually unprepared in cer- 
tain common-school subjects is indicated in the tables at the end of 
this section. 

It may be said in passing, however, that of the teachers in one-room 
schools 264 teach agriculture, 85 manual training, 86 music and draw- 
ing, 71 high-school subjects, 41 history and civics, without preparation. 
Table 37 contains a similar statement with regard to the defective 
preparation of elementary teachers. Moreover, in view of the incom- 
pleteness of the reports, the numbers given probably represent only 
a small part of the teachers who are actually without preparation in 
the subjects listed. 

The people of the open country and rural-minded villages need their 
own peculiar preparation for successful living. The course of study 
in use in Washington and in many other States is based largely on 
urban needs and on tradition. Some agriculture and some manual arts 
have been added recently to the already crowded course, much as a 
patch is applied to an old garment. What is needed is to renew the 
woof and the warp of the cloth, or, to change the figure, to have the 
new subject matter permeate the whole course of study as yeast 
leavens an entire lump. The revitalized rural-school curriculum 
must be based on what the farmer and his wife ought to know. In 
this way only can Washington expect to develop its greatest resource, 
the land. Even such a course of study will not and should not keep 
all the people on the land. Those who are innately city-minded will 
inevitably find their way to town. But the solution of the greatest 
problem in this State — the rural or agricultural problem — must lie 
largely in providing for the rural schools a course of study espe- 
cially adapted to rural needs, and in permitting no one to teach in 



GENERAL REVIEW OF THE PUBLIC-SCHOOL SYSTEM. 151 

rural districts who has not been specifically prepared for this kind 
of work. 

The committee recommends that a thoroughgoing study be made 
of the rural-school curriculum in the State, with a view to eMminating 
nonessentials and substituting instead those modern educational 
elements necessary to prepare people to live contented and remunera- 
tive lives in farm communities. The obligation of the normal 
schools to provide special courses for persons preparing to be rural 
teachers is discussed in Section III (p. 181). 



152 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 






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164 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

SUMMARY OF RECOMMENDATIONS DEALING WITH THE PUBLIC- 
SCHOOL SYSTEM. 

1. A comparative study of State systems of taxation to ascertain a 
fair and equitable basis for scaling up the State and county taxes 
levied in Washington. 

2. A revision of the system of apportioning the current State school 
fund and the county fund. 

3. A revision of the qualifications and salaries of county superin- 
tendents. 

4. The provision of professional supervision in rural communities 
and the subdivision of the counties for supervision purposes. 

5. The encouragement of long teaching tenures by supplementing 
salaries on the basis of years taught in the same community. 

6. The abolition of third-grade certificates. 

7. The revision of the requirements for renewing second-grade cer- 
tificates until such certificates are finally discontinued. 

8. The revision of the examination schedules for the several kinds 
of certificates. 

9. The establishment of minimum professional requirements for all 
persons teaching in this State. 

10. The establishment of minimum academic requirements for all 
persons teaching in this State. 

11. The thoroughgoing revision of the common-school course of 
study, and the adoption of a distinctively rural course of study for 
schools of the open country. 



SECTION IK.— THE STATE NORMAL SCHOOLS. 



Chapter XVIII. 
GENERAL CONSIDERATIONS. 

The State normal schools of Washington are, in law and common 
practice, an integral part of the State system of higher education. 
Their function in this system should properly be determined by 
State needs rather than by sectional or local desires. Educa- 
tion is the business of the State. The institutions in which its 
teachers are prepared are supported by all the citizens of the 
State. The State, therefore, has the right to demand that these 
institutions be so administered as to give to the people the largest 
possible returns in well-prepared teachers, without waste of funds 
or needless duplication of courses and expensive equipment. To 
the attainment of this end the special fields of the normal schools and 
also of the departments of education at the University of Washing- 
ton and the Washington State College must be clearly defined. 

With respect to the sphere of the normal schools the State code 
provides (sec. 11, par. 57, ch. 2) that: 

The State board of education shall prescribe courses of study for the normal schools 
of the State as follows: (1) An elementary course of two years; (2) a secondary course 
of two years; (3) advanced courses of two and three years; (4) a complete course of 
five years; (5) an advanced course of one year for graduates from colleges and uni- 
versities. Upon the satisfactory completion of any one of these courses, a student 
shall be awarded an appropriate certificates or diploma as follows: Upon the com- 
pletion of the elementary course, a certificate to be known as an elementary normal 
school certificate, which shall authorize the holder to teach in any elementary school 
for a period of two years; upon the completion of the secondary course, a certificate 
to be known as a secondary normal school certificate, which shall authorize the holder 
to teach in the common schools of the State for a period of three years; upon the 
completion of any advanced course, a diploma to be known as a normal school diploma, 
which shall authorize the holder to teach in the common schools of the State for a 
period of five years, and upon satisfactory evidence of having taught successfully for 
three years such person shall receive a life diploma countersigned by the superintend- 
ent of public instruction. 

Under the code, therefore, only elementary certificates limit the 
holders to service in the elementary schools. All other certificates 
authorize the holders to teach in the "common schools" of the 
State, which (sec. 1, par. 1, ch. 1) include "high and elementary 

165 



166 EDUCATIONAL SUBVEY OF THE STATE OF WASHINGTON, 

schools, schools for special help and discipline, schools or depart- 
ments for special instruction." 

On the other hand the State board of education — in which is 
vested the power to examine and accredit secondary schools, as well 
as to prescribe the courses of study for the normal schools, and to 
investigate and approve the requirements for entrance to and gradu- 
ation from the normal schools — can to some extent limit the force 
of the normal-school certificates and diplomas. By action taken 
at a meeting held December 29, 1910, the State board virtually 
excluded normal-school graduates from teaching in fully accredited 
high schools. An excerpt from the minutes reads: 

No school shall be accredited which does not have three or more teachers giving 
their entire time to the work of instruction. The scholastic preparation of any high- 
school teacher shall be such as to especially qualify him to give instruction in the 
subjects which he teaches. The minimum scholastic attainment, except for 
teachers of special subjects, should be graduation from a standard college, except in 
the case of instructors who, by reason of native ability, experience, and scholastic 
training, are considered by the inspector as having qualifications equivalent to such 
graduation. In no case shall the State board accept the work of an instructor who 
shall have scholastic training less than graduation from the advanced course of the 
State normal schools of Washington or its equivalent; Provided, That this rule shall 
not disqualify any teacher employed in high-school work in this State prior to January 
1, 1911. 

Before examining in detail the present status of the Washington 
State normal schools and suggesting changes of policy, the com- 
mittee desires to lay down a few general premises bearing upon the 
fundamental purposes and limitations of all normal schools. 

The first efforts to prepare elementary school teachers in the 
United States were made about 75 years ago in New York State, 
which subsidized a few of its private academies f or this important task. 
Shortly afterwards Massachusetts and other States began to prepare 
elementary and grammar school teachers in the first regular normal 
schools. At that time teachers needed for the academies (there 
being practically no other high schools) were trained for the most 
part in the colleges and universities. The policy thus established 
has been adhered to consistently down to the present time in the 
northeastern section of the country. The replies to a recent ques- 
tionnaire on normal-school functions show that all the normal 
schools in New England and New York and practically all in Penn- 
sylvania confine their energies to the preparation of teachers for 
schools below high-school rank, leaving the training of high-school 
teachers to the departments of education in colleges and universities. 

In the Middle West and West the normal schools have generally 
developed contemporaneously with the State universities and colleges 
and have often become well established as the chief institutions for 



THE STATE NORMAL SCHOOLS. 167 

teacher training, while the universities were struggling to lay good 
foundations for college courses in arts and sciences. In some of 
these States the normal schools have developed into colleges of 
education, competing for prestige and patronage with the schools 
of education in the universities and colleges. 

From the point of view of the economical and effective use of the 
State's educational machinery, the policy represented by the north- 
eastern States is unquestionably the wiser one. The teaching force 
and physical equipment of normal schools all over the country 
have been selected and the general professional atmosphere devel- 
oped with a view to one paramount purpose, namely, the training 
of elementary teachers. Whatever the ambitions of certain insti- 
tutions, the momentum of the normal school is in this direction. 
The peculiar and exacting nature of this task prevents the suc- 
cessful adaptation of the normal school to secondary ends. The 
committee's dictum on this point is based on the study of many 
normal schools in all parts of the country. It is convinced that 
not until the normal schools of a State have completely fulfilled 
their major function, the preparation of elementary teachers, may 
they profitably devote their surplus energies and equipment to pre- 
paring teachers for higher schools. Normal schools have not satisfied 
this major function so long as the State is obliged to draw for part of 
its teachers upon the professionally unprepared, who enter the service 
by the examination route, or so long as the normal schools are unable 
to give a specialized preparation to both rural and other elementary 
teachers. 

Moreover, certain other considerations should not be forgotten. 
The physical equipment required in preparing teachers for elemen- 
tary schools is comparatively inexpensive; but the laboratories and 
other equipment needed to prepare teachers for high schools are 
much more costly. For a normal school to provide facilities for 
higher teacher training often entails an expense out of proportion 
to the results attained. Schools which embark upon this enterprise 
generally fall victims also to another tendency equally calculated to 
defeat their main purpose. The attention of the stronger members 
of their staffs is concentrated upon a small group of advanced 
students while the younger pupils are left to the care of the less 
efficient instructors. 

A point may be reached in the growth of any normal school when 
very great numbers of students result in loss of efficiency through 
crowded classes, overworked instructors, and particularly through 
strained training-school facilities. In no school is the intimate 
touch of instructor and student so important as in the normal school. 
France limits its normal-school attendance to about 100 students per 



168 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

school; Denmark has 20 normal schools for elementary teachers, the 
attendance at any one seldom reaching 100 students. Similar con- 
ditions prevail in other European countries. 

The school of education in the University of Washington antedates 
the establishment of the normal schools; but so great has been the 
pressure of the other activities in this institution and in the State 
college that until recently educational courses have not had much 
opportunity for development. Even yet the facilities for practice 
teaching are meager and must be greatly improved if the univer- 
sity and college are to give adequate preparation to high-school 
teachers. Meanwhile Ellensburg and Cheney State Normal Schools 
were established and more recently the school at Bellingham. The 
normal schools have devoted most of their energies to the elementary 
school field, although quite a number of graduates have gone into 
important high-school positions and supervisory work. The time is 
now evidently at hand when the State must determine whether these 
schools shall be permitted to develop into teachers' colleges — free to 
prepare teachers of all kinds — or shall be limited to a definite field. 
In the following chapters the committee sets forth its findings, 
based on a study of the three normal schools and the present need 
for well- trained teachers in the State. 



Chapter XIX. 

TEACHERS TRAINED IN NORMAL SCHOOLS AND OTHER INSTITUTIONS. 

The following table, in addition to other interesting information, 
gives in column 5 the amount spent for normal schools for each 100 
children of school age, and in column 6 the amount spent for 
normal schools for each $1,000 spent for public schools in all the 
States. It appears that Washington ranks fifth in column 5 and 
twenty-seventh in column 6. The State is liberal in its support of 
normal schools, judged on the basis of the number of children to 
be served. Compared with the support given the other parts of the 
public-school system, however, the normal schools are not very 
generously supported. 



THE STATE NORMAL SCHOOLS. 169 

Table 38. — Value of property in the various States — Expenditures for normal schools. 











Number 


Amount 


Amount 






Value of 
property 
for each 
child 5 to 
18 years 
of age 
(1913). 


Number 


of men 


spent for 


spent for 




Total 
value of 
property 
in mil- 
lions. 


of adults 


21 years 


normal 


normal 


States. 


for each 
100 chil- 
dren 5 to 


and over 
for each 
100 chil- 


schools 
for each 
100 chil- 


schools 
for each 
$1,000 




18 years 


dren 5 to 


dren 5 to 


spent for 




of age 


18 years 


18 years 


public 






(1910). 


of age 


of age 


schools 










(1910). 


(1913-14). 


(1912-13).J' 


North Atlantic Division: 
















1,030 
613 


$5,900 
6,300 
9,500 


241 


120 


$77. 57 


$25- 




252 


123 


46 95 


25 


Vermont 


497 


237 


119 


23.89 


10 




5, 753 
893 


7,300 
6,600 


246 


116 


61 71 


19 


Rhode Island 


231 


111 


50.71 


25 




2,154 
21,913 

5,362 
14, 137 


7,900 
9,900 
8,100 
6,900 


231 


115 


47 35 


16 




239 
222 


117 


22 41 


8 


New Jersey 


110 


22.63 


8 


Pennsylvania 


208 


105 


12.53 


5 


North Central Division: 














Ohio 


8,552 
4,951 


7,300 
7,200 


227 
211 


113 


8 18 


23 


Indiana 


106 


20.88 


9 


1 1 1 inois 


14, 596 


10,000 


213 


108 


43.36 


14 


Michigan 


5,169 


7,100 


214 


109 


61.14 


20 


Wisconsin 


4,282 


6,400 


183 


93 


157. 41 


58 


Minnesota 


5,267 
7,437 


• 8,900 
12,700 


185 


99 


48.50 


17 


Iowa 


195 


98 


4.40 


2 2 


Missouri 


5,546 
2,038 
1,331 
3,605 


6,300 
10,900 

7,500 
10,700 


195 
166 
175 
182 


98 

93 

96 

' 95 


39.22 
93.72 
85.95 
77.75 


27 


North Dakota 


47 


South Dakota 


34 


Nebraska 


28 


Kansas 


4,394 


9,400 


190 


98 


66.28 


24 


South Atlantic Division: 






294 
2,002 


5,700 
5,700 


215 
196 


107 
94 






Maryland 


14.07 


10 


Virginia 


2,175 


3,400 


153 


74 


36.16 


28 


West Virginia 


2,180 
1,745 
1,301 
2,299 


5,800 
2,200 
2,500 
2,600 


161 
133 
124 
137 


84 
63 
58 
66 


42.46 
23.46 
23.32 
18.30 


35 


North Carolina 


37 


South Carolina 


42 


Georgia 


21 


Florida 


1,015 


4,300 


165 


87 






South Central Division: 






Kentucky 


2,152 


3,100 


160 


79 


23.74 


24 


Tennessee 


1,834 
2,050 
1,306 
2,057 
6,552 
1,758 
4,321 


2,700 
2,900 
2,100 
3,800 
5,000 
3,400 
7,300 


152 
138 
160 
144 
142 
139 
145 


74 
67 
65 
70 

72 
70 

78 


21.16 

14.77 
7.04 
18.57 
19.89 
16.60 
36.86 


25 


Alabama 


20 


Mississippi 


18 


Louisiana 


15 


Texas 


14 


Arkansas 


21 


Oklahoma 


34 
















Montana 


1,113 
345 

2,286 
502 
487 
735 
441 
591 

3,055 


12, 300 
10,200 
11, 100 
4,700 
8,600 
6,300 
28,400 
5,900 
10, 400 


261 
269 
231 
162 
213 
160 
269 
190 
255 


165 
179 


64.77 


9 


Wyoming 




Colorado 


125 

88 
129 

85 


19.36 
62.44 
210. 30 


6 


New Mexico 


52 


Arizona 


52 






Nevada 


180 
113 
151 








93.09 
90.19 


24 


Washington 


16 




1,843 
8,023 


11, 100 
15,500 


253 
301 


148 
169 


26.05 
108. 66 


36 


California 


13 







1 Cents not included. 

2 Amounts spent for public normal education not included. 

3 Recent reorganization accounts for low figures. 

Several questions will naturally arise in the mind of any citizen. 
Does the State get proportionately good returns from its invest- 
ment ? Are the teachers trained in the normal schools fitted to serve 
the farmers' and the fruit growers' children as well as the children 
of merchants and bankers? All the people of Washington help to 
maintain the schools and the children of all the people should have 
equal opportunities to share in the benefits of the State's investment . 



170 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 



The section on the public-school system gives in detail an analysis of 
the number and kind of teachers necessary to supply the needs of the 
State. In 1914-15, 9,068 teachers were required for the rural, other 
elementary, and high schools. The salaries paid are attractive, in 
1914-15 averaging $105.79 per month for male teachers and $83.85 
per month for women. Teachers remain longer in the profession 
than formerly, and teaching in the State appears to be approaching 
a professional status. Although the State is growing in popula- 
tion, and consequently needs annually a larger number of teachers, 




Fig. 16.— Per cent of rural teachers professionally prepared and not prepared. 

the actual number of new teachers required is for the present about 
stationary — ranging from 1,000 to 1,200. Probably this condition 
will continue, as a result of the growing stability in the profession, 
the increasing tenures, and good salaries. 

It has already been pointed out that large numbers of public school 
teachers have had insufficient or defective professional training and 
that many are teaching subjects for which they have had no regular 
preparation. (See Sec. II, p. 133 and p. 150). Figures 16 and 17 
present a graphical recapitulation of some of these facts. They show 



THE STATE NORMAL SCHOOLS. 



171 



that 20.58 per cent of all rural teachers and 5 per cent of all other 
elementary teachers have no professional preparation. It might be 
added that many others have had only as much as can be secured at 
an institute or summer school. It seems patent to the committee 
that, if the State is to rid itself of the very serious handicap to the 




Fig. 17.— Per cent of elementary teachers (other than rural) professionally prepared and not prepared. 

effectiveness of its public school system which this large body of un- 
trained teachers imposes, it must provide in, or through the agency 
of, the normal schools for the further academic and professional 
training of elementary teachers in the service. 

The following table shows the kinds of certificates and the number 
of each kind in force in the State in 1914: 



172 EDUCATIONAL SUEVEY OF THE STATE OF WASHINGTON. 

Table 39. — .Teachers' certificates in force in Washington in 1914. 



Kind of certificate. 



Per cent. 



1. State certificate 

2. State university normal diploma 

3. State college normal diploma 

4. Normal elementary 

5. Normal secondary 

6. Normal advanced 

7. Life certificate 

8. Professional 

9. Permanent first grade 

10. First grade 

11. Second grade 

12. Third grade 

13. Special 

14. Temporary 

Total 




100.00 



The normal schools have furnished 1,079, or 12.57 per cent, of these 
certificates and the State university and State college 265, or 3.08 
per cent. To be sure many teachers have been in attendance at the 
normal schools who did not complete any special courses, and therefore 
have received no school diploma or certificate. The following table 
gives the total number of diplomas and certificates issued by the 
normal schools in 1 9 1 4-1 5 : 

Table 40. — Total number of certificates and diplomas issued by the normal schools in 

1914-1-5. 



Schools. 



Life diplo- 
mas. 



Diplomas. 



Secondary Elementary 
certificates, certificates. 



Total. 



Cheney 

Ellensburg. 
Bellingham 



107 



59 
123 



100 
28 
179 



62 
32 
112 



357 
180 
616 



This total of 1,153 diplomas and certificates does not represent an 
equal number of new teachers, since the 270 life diplomas were granted 
to successful teachers in service. Many of the remaining 883 were 
former teachers. Probably the number of new candidates who went 
forth from the normal schools last year did not exceed 600. Of these, 
only 370 were full graduates with the normal-school diploma. When 
to these are added less than 100 new candidates entering the profes- 
sion during the year from the university and State college, it is clearly 
evident that the field of elementary-teacher training is not fully occu- 
pied by the professional schools of the State, without reference to the 
question as to whether or not the work is properly divided among 
them. 

Figures 18 and 19 show that of the rural and other elementary 
teachers reporting academic and professional preparation received in 
the State a surprisingly large number have attended the university 



THE STATE NOKMAL SCHOOLS. 



173 



and colleges. Thus nearly one-third of all teachers in one-room 
rural schools have been in attendance some time at the colleges, as 
have nearly 47 per cent of all other elementary teachers. It has 
already been recommended that the practice which these figures 
indicate of relying on the colleges for the professional preparation 
of elementary teachers should be discontinued. These institutions 
do not have the training-school facilities or school atmosphere 
•essential to the best results in elementary-teacher training. But it 



/ Wash. 






/V State 






/ N. College \ 




/ ^v 6< 


73% \ 


Cheney State 
Normal School 


/ 




30. 39$ 


/ University 






/ of 






/ Washington 


/ Univ. 




10.97$ 


and 
Colleges 






/ N. Ellensburg State 




I 32.15% y 


/ ^^^^ Normal School 
^\^ 8.8$ 


\ All 






\ Other 






\ Washington 






\ Colleges 






\ 14.45$ 




Belllngham State y 
Normal School / 
28.68$ / 



Fig. 18.— Preparation in Washington institutions. (Teachers of one-room schools.) 

should at the same time be recognized that the full occupation by the 
normal schools of the field of elementary-teacher training can not be 
brought about until the State decides to demand definite standard 
academic and professional requirements of all persons teaching in the 
schools of the State. 

Meanwhile, it is pertinent to inquire to what extent have the 
normal schools contributed high-school teachers. The answer is 
given in the table on the following page. 



174 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

Table 41.— High-school teachers trained in Washington institutions and in institutions 

in other States. 





Male. 


Fe- 
male. 


Post- 
gradu- 
ate. 


Gradu- 
ate. 


Partial 
course. 


Ele- 
men- 
tary 
course. 


Sum- 
mer 
school. 


Net 
total. 


Totals 


987 


960 


35 


1,818 


698 


57 


52 


1,947 








35 


351 
147 
81 
44 
11 
46 
907 
231 


156 
63 
52 

""337" 
90 


24' 

14 
19 


36 
6 
1 
3 

6" 


582 








278 










104 










71 










25 










71 






































949 


















606 


















274 


















48 


















56 
14 




































Fig. 19.-Preparation in Washington institutions. (Elementary teachers in other than one-room schools.) 

The table shows that 949 Washington high-school teachers have 
received their preparation in higher institutions outside the State; 
that only 606 have been prepared wholly in this State; and that 



THE STATE NORMAL SCHOOLS. 



175 



274 have both State and extra-State preparation. But the out- 
standing fact is that 1,485 high-school teachers are university and 
college graduates, while only 332 are normal-school graduates. Of 
the teachers prepared wholly in Washington, 579 are graduates of 
the university and the various colleges, while only 101 are graduates 
from the normal schools. Some of both groups have, of course, 
attended both college and normal school. Up to the present time, 
therefore, somewhat less than one-fifth of all the secondary-school 
teachers trained in Washington institutions have had only normal- 




College not -named 1.72% 




Fig. 20.— Per cents of high-school teachers prepared in Washington institutions and in institutions outside 

the State. 

school preparation. This analysis is reenforced graphically in figures 
20 and 21. 



Chapter XX. 

STANDARDS AND PROPOSED COURSES. 

The committee proposes at this point to summarize what seem 
reasonable standards for a satisfactory State system of teacher 
preparation, standards which might serve to determine the future 



176 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

policy of this State. Indeed, it is believed that in their essential 
features these standards might be applied with profit in most other 
States also. The summary is followed in this and the succeeding 
chapter by a series of recommendations designed to bring the prac- 
tice of the Washington State normal schools into harmony with the 
proposed standards. 

1. The State should require certain definite academic and pro- 
fessional attainments of all teachers. 



University 

of 
Washington 

52.8$ 











Bellingham State 




/ V 

/ Other > 


^. Normal -School / 


\ Was hingt on 
\ State 


VS. 6.48$ / 
V Cheney - ^\. / 






\ State "?&%^t/ 
\ Normal 7 


\ College 


/ Washington 






\ School 7 


\ 19.72$ 


/ Colleges 
/ 12.24$ 


\e.4rBfoy7 



Fig. 21.— Per cents of high-school teachers prepared in various "Washington institutions. 

2. The entrance requirements of the State normal schools should 
gradually be raised to graduation from a four-year accredited high- 
school course. 

3. The lowest grade of certificate to be issued by the normal schools 
after 1921 should represent two years of study above high-school 
graduation. After 1922 the normal diploma should be given only 
to those who have finished satisfactorily a full course of three years. 

4. The ultimate standard of attainment for all persons teaching 
in the State should be graduation from an accredited high school 
and at least two years of professional preparation. 



THE STATE NORMAL SCHOOLS. 177 

5. The process of elimination should be gradual, to permit teachers 
in service to meet the new requirements without undue hardship. 

6. The normal schools should organize thoroughgoing extension 
courses for the teachers in service. 1 

7. The normal schools should recognize a special obligation to 
provide appropriately trained teachers for rural communities. 

8. The normal schools should offer differentiated courses of study 
representing two and three years of work above high-school grad- 
uation. 

9. The principal function of the normal schools should be the 
preparation of elementary teachers; while the principal function of 
the departments of education of the State university and the colleges 
should be the preparation of high-school teachers. 

To secure the establishment of the first five of these standards, the 
committee recommends: 

1. That, beginning with the first quarter of the school year 1917-18, 
the first year of the elementary course and the first year of the 
complete course as now given be discontinued, and that for that 
year the minimum requirement for admission to any regular course 
in a State normal school be made the completion of three full years 
of the course of an accredited high school or its equivalent. 

2. That, beginning with the first quarter of the school year 
1918-19, the second year of the elementary course, the second year 
of the complete course as now given, and the first of the secondary 
course, be discontinued and that thereafter the completion of a course 
of four years in an accredited high school or its equivalent be re- 
quired for admission to any regular course in a State normal school. 

3. That after the close of the summer session of 1921 all certifi- 
cates given for the completion of courses representing less than two 
years of study after the completion of a high-school course of four 
years be discontinued. 

4. That after the close of the summer session of 1922 a certificate 
be awarded for the completion of a full course of two years, 72 weeks, 
above the high-school course of four years, or its equivalent, and a 
normal-school diploma for the completion of a full course of three 
years, 108 weeks, above the high-school course of four years. 

5. That since there will be for a long time in the service of the 
elementary schools of the State many teachers of less academic and 

1 The principal features of the Iowa system of normal-school extension, which is one of the best con- 
ceived and most successful, are as follows: 

It is exclusively aimed to supplement the previous training of teachers. To this end, study centers are 
organized in as many localities as possible (94 out of 99 counties now have them). Meetings are held on 
Saturdays, usually in a high-school building and under the direction of the county superintendent of 
schools. About four hour^ in the morning and afternoon combined are devoted to the weekly sessions. 
Heads of departments at the State Teachers' College, and specially qualified local teachers, city super - 
intendents, and other persons conduct instruction at these centers. The whole extension enterprise is 
under a director, who is a member of the staff of the State Teachers' College. The subject matter studied 
comprises the usual subjects of the schoo 1 curriculum. 

46564°— 16 -12 



178 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 



professional preparation than will be required by the higher stand- 
ards in use after 1922, special provision be made at the summer ses- 
sions of the normal schools for these teachers, and that such irregular 
courses be offered as may be necessary to meet their needs. All 
such teachers should be required to attend the summer sessions of 
some normal school, university, or college for the full term at least 
once in two years. 

The following figures indicate that but a small number of the pres- 
ent matriculants of the three schools would be affected by the first 
two of the proposed changes. At Cheney, in a total attendance of 605 
students, 57 fall below four-year high-school rank; in a total of 962, at 
Bellingham, 116 are below high-school graduation, 39 being reported as 
having preparation equivalent to that of fourth-year high-school 
pupils; in a total of 322 at Ellensburg, 88 are below high-school 
graduation, and 30 of these entered as fourth-year pupils. In other 
words, in an aggregate attendance of 1,899 at the three schools, 
261 are below high-school graduation. Many of this class of students 
are mature people, practical teachers, who in their earlier years were 
deprived of high-school facilities. Under the new plan, these teachers 
would be provided for by the normal-school extension service recom- 
mended in the next chapter, and need not seek the normal schools 
unless ready to take the required courses. 

Below are suggested differentiated two and three year courses based 
on graduation from a four-year accredited high school. Courses of 
this general type are contemplated in standard number 8 above. 1 

TWO-YEAR COURSE. Credits. 

Professional work 40 

Academic work 20 

Free electives 20 

THREE-YEAR COURSE. 

Professional subjects 40 

Academic subjects 40 

Free electives 40 

SPECIALIZED TWO-YEAR COURSES. 

Kindergarten course. 
Professional subjects: 

Observation and practice teaching 10 

Educational psychology 5 

Educational sociology. 5 

Kindergarten practice 5 

Special methods for kindergarten 10 

Class management 5 

Total : 40 

General subjects, including music, drawing, expression, and physical education. 20 
Electives 20 

1 These courses were prepared in conference by the normal-school presidents of the State. 



THE STATE NORMAL SCHOOLS. 179 

Primary course. 
Professional subjects: Credits. 

Observation and practice teaching , 10 

Educational psychology 5 

Educational sociology 5 

Primary methods , 5 

Special methods for primary grades 10 

Class management. 5 

Total 40 

General subjects, including music, drawing, expression, and physical education. 20 

Electives 20 

Grammar-school course. 
Professional subjects: 

Observation and practice teaching 10 

Educational psychology 5 

Educational sociology. 5 

Grammar-grade methods 5 

Special methods for the upper grades 10 

Class management 5 

Total !. 40 

General subjects, including music, drawing, expression, physical education, 

sociology, economics, and government 20 

Electives 20 

Rural-school course. 
Professional subjects: 

Observation and practice teaching 10 

Educational psychology 5 

Rural sociology 5 

Rural-school methods 5 

Special methods for rural schools 10 

Class management 5 

Total 40 

General subjects, including music, drawing, agriculture, and physical education. 20 

Electives 20 

THREE-YEAR SPECIALIZED COURSES. 

Professional subjects: 

Educational psychology 8 

Educational sociology 4 

Methods of teaching 10 

Class management 4 

Observation and practice teaching 10 

Economics or social science 4 

Total 40 

Academic work 40 

Electives, such as manual training or home economics, public-school music or 

public-school art, physical education and play, etc 40 

Total 120 



180 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

Chapter XXL 

EXTENSION AND THE FURTHER TRAINING OF TEACHERS IN SERVICE. 

If the measures just outlined looking toward the establishment of 
definite standards of academic and professional training for all public- 
school teachers in the State are adopted, the State is under obliga- 
tion to provide means whereby the teachers already in service may 
meet the new requirements. The committee, therefore, recommends, 
as a corollary of the recommendation made above on minimum 
requirements, that the State be divided into extension service dis- 
tricts, one for each normal school, and that each normal school 
organize an extension service for its district on such lines as may 
appear best suited to the needs of the district and of the State. 
The committee is inclined to favor the type of extension service 
which has recently been successfully established in Iowa by the 
State Teachers' College, 1 but it believes that the determination of 
the exact plan of extension to be adopted in Washington should be 
made by the heads of the normal schools acting in conference. 

Further steps leading to the full professionalization of the corps of 
elementary teachers in the State are proposed in the following recom- 
mendations : 

1. That for all students who leave the normal school with any 
kind of certificate or diploma which may be accepted as a license to 
teach in the schools of the State the State board of education shall, 
with the assistance of the presidents of the normal schools and the 
heads of the departments of education in the State university and 
the State college, prepare such courses of study, including both pro- 
fessional and cultural (scientific and literary) subjects as may be 
completed within a period of three years by devoting to them not 
less than 10 hours a week for 10 months of each year; that examina- 
tions on portions of these courses be held from time to time, and that 
no person be granted a permanent license to teach in the public 
schools of the State until after he has passed a final examination 
on all courses prescribed. The final examination should be passed 
not earlier than two nor later than five years after the time of leav- 
ing the normal school. 

2. That State, county, and city superintendents and supervisors 
be required to give special attention to young teachers who are pur- 
suing these prescribed courses of study and have not yet been granted 
a permanent license to teach. Before granting a permanent license 
to any teacher the State board of education should require, in addi- 
tion to a statement that such teacher has passed a satisfactory 

i For a brief account of this system, see p. 177. 



THE STATE NORMAL SCHOOLS. 181 

examination on the prescribed course of study, a specific report from 
a qualified superintendent, supervisor, or inspector that this teacher 
has taught satisfactorily not less than 16 months in the schools of 
the State, and this report should be acoompanied by detailed record 
of the work done, showing its excellencies and its defects, within 
the past 8 months. 

3. That the same policy in regard to permanent licenses to teach 
in the elementary schools of this State be pursued with teachers 
entering the service from other States or from other schools than the 
State normal schools in this State. The first license granted to any 
such teacher should be a temporary license. To secure a permanent 
license the candidate should be required to pass examinations on 
the prescribed courses of study proposed in 1 and 2 above. 

4. That when the normal schools have put into operation the 
standards recommended in this report — namely, (a) graduation from 
an accredited four-year high school as a prerequisite for admission, 
(b) two years of work above high-school graduation for the normal 
school certificate, and (c) three years of work above high-school 
graduation for the normal-school diploma — the State fix by law mini- 
mum salaries for teachers holding normal-school certificates and for 
teachers holding normal-school diplomas, the difference between the 
minimum salaries of the two classes being such as may seem justified 
by the different degrees of preparation, and that it provide by law 
for a definite increase in the minimum salaries of both classes of 
teachers when they have complied with the requirements for and 
have been granted permanent licenses. This law should also be 
made to apply to teachers from other States and from other schools 
in this State, but it should not be so construed as to discriminate in 
any way against the teachers from the State normal schools, on the 
one hand, or to discourage good teachers from other States and 
schools from entering the service in this State. 

Some beginnings have been made in all the normal schools for 
preparing rural teachers for their difficult tasks. The preparation can 
best be accomplished through distinct departments organized for 
this purpose. The normal schools at Cheney and Bellingham have 
such departments already organized, with two instructors in each 
giving their time exclusively to the work. At Ellensburg one in- 
structor gives part of his time only to the special training of rural 
teachers. The committee recommends that these departments in 
the normal schools be gradually enlarged and that their organiza- 
tion include (1) a head of department, (2) an extension service, 
and (3) one or more rural practice and critic teachers. 



182 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

Chapter XXII. 
ATTENDANCE, FACULTIES, AND FUTURE POLICY. 

The following table gives the attendance by years in the three 
normal schools for the last 1 1 years : 

Table 42. — State normal schools — Attendance by years} 



Years. 


Cheney. 


Ellens- 
burg. 


Belling- 
ham. 


1905-6 


305 
350 
349 
417 
598 
650 
582 
526 
725 
858 
3 605 


187 
210 
164 
248 
284 
353 
337 
341 
324 
395 
332 


285 


1906-7 


327 


1907-8 


335 


1908-9 


409 


1909-10 


465 


1910-11 


448 


1911-12 


396 


1912-13 


478 


1913-14 


588 


1914-15 


704 


1916 2 


4 962 







1 Including summer attendance, but counting no names more than once. 

2 To Mar. 31 only. 

3 In addition to these figures, Cheney has 60 correspondence students. 

4 In addition to these figures, Bellingham has SO correspondence students. 

The school at Ellensburg, by reason of its location far from large 
cities, has been of slow growth. The school at Cheney has had a 
satisfactory growth, and has reached an attendance commensurate 
with its instructional force and equipment. The school at Belling- 
ham, on the other hand, has practically outgrown its equipment; 
it should be given increased appropriations, or some of its students 
should be diverted to other schools. The committee realizes the 
difficulty of putting the latter suggestion into practice, since school 
attendance depends largely on conditions beyond ordinary control. 

The following summary, showing (1) preparation and experience 
of faculty members, (2) salaries paid, (3) total number of subjects 
taught, (4) total teaching hours per instructor, (5) average students 
per hour, and (6) average student clock hours per week, furnishes a 
more exact basis for a comparative study of the three schools: 1 

Table 43. — Comparative study of salaries, teaching hours, etc., in Washington normal 

schools. 



Institutions. 


Regular 
normal- 
school in- 
structors. 2 


Average 
salary of 
regular in- 
structors. 


Total 

number 

of subjects 

taught. 


Average s Average Average 
teaching : number student 

hours students clock hours 
per week. ' per hour, per week. 




14 
24 
39 


$1, 700 
1,696 
1,713 


95 
72 


19 23 


Chenev 


14 32 " 428 




17 s 5o9 









1 For the detail tables from which this summary is derived, see Appendix D. 

2 The principals and supervisors whose work is exclusively in the training school are not included: only 
regular normal-school instructors are counted. 

3 This average would be increased by about one-third if time of regular instructors devoted to training 
school supervision were included. 



THE STATE NORMAL SCHOOLS. 183 

The State normal school at Ellensburg has only 14 regular faculty 
members listed. The school is weak in rural and agricultural work, 
and should have additional instructors in these departments at least. 
The Ellensburg school also shows a larger number of hours per 
instructor than the other schools, because of the larger number of 
subjects offered and the smaller list of instructors. The average 
number of students per hour is smaller than it should be, which 
accounts for the small number of student clock hours. 

The school at Cheney is the best balanced of the schools. The fac- 
ulty is probably large enough for all present purposes. The average 
hours per week are few (although here, as in the other schools, the 
average would be materially increased by counting time devoted to 
supervision). The average number of students per hour is not exces- 
sive, but a smaller number would undoubtedly increase the efficiency 
of the instruction. The total number of student clock hours is close 
to the standard. 

The instructional staff at Bellingham is larger than at the other 
schools, but this is justified by the larger attendance. The average 
number of students per class is not reported, but will exceed that of 
the other schools. 

The committee suggests the following standards of internal admin- 
istration for the general guidance of the administrative officers: 

1. The number of classroom hours per instructor in a normal school 
should not exceed 20 per week; x 

2. The average salary (excluding the administrative head) should 
approach $2,000; 

3. Classes should not exceed 30 or 35, except in lecture work; 

4. The average number of student clock hours carried by normal- 
school instructors may range between 300 and 400 ;* the reasonable 
load in any given case being determined by the type of work re- 
quired. 

Applying these standards to the Washington normal schools, it 
appears that : 

(a) The school at Ellensburg is operated at only about two-thirds of 
its capacity; 

(b) The school at Cheney is operated at a trifle less than its full 
capacity; and 

(c) The school at Bellingham is crowded beyond normal capacity. 
The value of normal schools depends more than does the value of 

schools of other kinds on the number of students who complete the 
work of their higher classes rather than on the number in lower 

1 In Sec. I, p. 121, the committee recommended a smaller maximum number of teaching hours per week 
for instructors in the university and State college. It should be noted in this connection that teaching 
periods in normal schools are likely to be shorter and that much of the work is more strictly of a routine 
character, involving less outside study and research. 



184 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

classes or on the total enrollment. It is only in the higher classes 
with students more mature both in scholarship and in age that the 
most important part of the professional work can be done, including 
practice teaching in the training schools. Students who leave the 
normal schools from the lower classes, without having done this work 
have made little more advance in 'professional preparation than they 
might have made by attending college an equal length of time. The 
normal schools should therefore strive to hold students until they have 
completed one of the regular courses. When the normal schools of 
Washington have been reorganized, as herein recommended, they 
might well require a declaration of purpose on the part of the student 
to remain through the two years at least, as one of the conditions of 
admission. 

But there is a very definite limit to the number of students that can 
be taught to best advantage in the last year of the normal school. 
During this last year every student should teach under critical super- 
vision at least an bour a day throughout the entire year, under con- 
ditions as nearly as possible like those which must be met in the 
schools of the State. As a rule, the opportunities for such practice 
teaching can not be multiplied indefinitely. For this and many other 
reasons the normal school should not be a large scbool. As has 
already been stated, in the normal schools of western European 
countries the attendance is limited. When more teachers are needed 
the State establishes more schools, instead of increasing beyond de- 
sirable limits the attendance at the schools already in existence. In 
this country those States in which a similar policy is pursued appear 
to be more effectively served by their normal schools. (For attend- 
ance at public normal schools see Appendix C.) Already two of 
the normal schools of Washington have as many students as they 
should have for best results, if not more. It is also quite evident 
that these three normal schools will never be able to supply to the 
State all the well-prepared teachers needed, even after making full 
allowance for all that may come from other States and schools. At 
present about 1,000 new teachers are needed for the elementary 
schools each year. Of these, approximately 350 can be had from 
other States and other schools. The normal schools of this State 
should, therefore, turn out approximately 650 well-educated, well- 
trained new teachers every year. Though the school population, and 
consequently the total number of teachers needed, are both increasing, 
and though the relative number of teachers coming from other States 
may be expected to decrease with the receding tide of immigration 
from the older States, still an annual output of 700 new teachers 
from the normal schools of this State will probably be sufficient to 
supply the demand for the immediate future. One reason for the 



THE STATE NORMAL SCHOOLS. 185 

large present demand is the short professional life of a considerable 
percentage of the teachers. But it is the common experience that if 
teachers are well prepared and successful, they tend to remain longer 
in the profession. 

To turn out this number of trained teachers annually, at least four 
normal schools will be needed. The committee therefore recom- 
mends that steps be taken for the establishment of another normal 
school at a very early date, somewhere in western Washington. 
That the new school should be located in this part of the State is 
evident, since approximately two-thirds of the people of the State 
live west of the Cascades, and the school at Bellingham now has more 
students than both of the others taken together. The millage tax set 
apart for the support of the new school should be not less than the aver- 
age tax for the three schools now in existence. Even with this 
increase in the number of schools, the expenditures of the State for 
normal schools will be less in proportion to the total expenditures for 
public schools than in several other States. 1 

i See p. 168. 



SUMMARY OF RECOMMENDATIONS RELATING TO THE NORMAL 

SCHOOLS. 

1 . The restriction of the field of the State normal schools to the 
preparation of elementary teachers until all elementary schools are 
supplied with professionally trained teachers. 

2. The gradual increase of the entrance requirement to gradua- 
tion from a four-year high school. 

3. The granting of no normal school certificate after the summer 
session of 1921 for less than the completion of two years of normal 
school work above high-school graduation. 

4. The award after the summer session of 1922 of a certificate for 
the completion. of a two-year course and of the normal-school diploma 
for the completion of a three-year course. 

5. The establishment of special summer and irregular courses to 
enable teachers in service to fulfill the new academic and professional 
requirements. 

6. The provision by the normal schools of differentiated courses 
of study of two and three years, respectively, above high-school 
graduation. 

7. The division of the State into extension service districts, one 
for each normal school, within which each normal school shall organize 
an extension service for the teachers of the State. • 

8. The preparation of courses of study for the further training of 
teachers in service, the satisfactory completion of which shall be 
necessary to secure a permanent license to teach. 

9. The eventual establishment by the State of minimum salaries 
for teachers holding normal-school certificates and normal-school 
diplomas. 

10. The considerable enlargement of the courses and facilities at 
all three normal schools for the preparation of rural-school teachers. 

11. The organization of a fourth normal school. 
186 



SUMMARY OF RECOMMENDATIONS OF SURVEY COMMITTEE. 

I. STATE UNIVERSITY AND STATE COLLEGE. 

1. The provision for the formulation of State policies in higher 
education — 

(a) Through joint meetings of boards of regents, or 

(b) Through the extension of the functions of the State board of 
education, or 

(c) Through the creation of a State council of education. 

2. Agriculture, veterinary medicine, economic science in its appli- 
cation to agriculture, and the training of high-school teachers of 
agriculture, home economics, and mechanic arts to be major lines at 
the State college. 

3. Law, medicine, graduate work in liberal arts and pure science, 
professional training of high-school teachers and school superintend- 
ents, commerce, journalism, architecture, forestry, and pharmacy to 
be major lines at the State university. 

4. Duplication to be recognized in certain branches of engineering, 
in home economics, and in liberal arts. 

5. Civil, electrical, and mechanical engineering to be taught at 
both State college and the State university. 

6. Chemical engineering to be a major line at the State university 
exclusively. 

7. The development of further departments or branches of engi- 
neering to be submitted to a joint conference before their establish- 
ment at either institution. 

8. The maintenance of but one school of mining, its location to be 
determined by the advice of mining experts. 

9. Degree courses in liberal arts with the training of high-school 
teachers in the same to be continued at the State college, but no 
graduate work in these lines to be offered. 

10. Home economics to be developed for the present without 
restriction at both the State university and the State college, but no 
extension work in home economics to be undertaken by the univer- 
sity outside of King County. 

11. The approval of the establishment of courses in marine engi- 
neering and fisheries at the State university as soon as its resources 
permit. 

12. The appointment of a conference composed of representatives 
of the faculties of both institutions, to meet from time to time to 
adjust cases of overlapping, especially in the field of graduate work. 

187 



188 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

13. The discontinuance of the training of elementary teachers by- 
the State university and the State college. 

14. The provision at or near the State university and the State 
college of facilities for practice, demonstration, and research. 

15. The further development of the facilities of the department of 
elementary science at the State college for agricultural instruction of 
subcollegiate grade. 

16. The establishment at Puyallup, or somewhere else in the west- 
ern part of the State, of another school of agriculture of subcollegiate 
grade under the direction and control of the State college. 

17. The requirement of high-school graduation of all students en- 
tering the college or the university, except for those 21 years of age 
or older, and except for students in the elementary science depart- 
ment of the State college. 

18. The modification of the administrative relationships of the 
department of elementary science at the State college. 

19. The serious consideration by the administrative officers of both 
institutions of the large number of small classes. 

20. The possible revision of the excessive major requirements at 
both institutions. 

21. The establishment of 15 hours of classroom teaching a week as 
the maximum at the State college and State university and the en- 
couragement of a lower maximum. 

II. THE PUBLIC-SCHOOL SYSTEM. 

1. A comparative study of State systems of taxation to ascertain 
a fair and equitable basis for scaling up the State and county taxes 
levied in Washington. 

2. A revision of the system of apportioning the current State school 
fund and the county fund. 

3. A revision of the qualifications and salaries of county superin- 
tendents. 

4. The provision of professional supervision in rural com muni ties 
and the subdivision of the counties for supervision purposes. 

5. The encouragement of long teaching tenures by supplementing 
salaries on the basis of years taught in the same community. 

6. The abolition of third-grade certificates. 

7. The revision of the requirements for renewing second-grade cer- 
tificates until such certificates are finally discontinued. 

8. The revision of the examination schedules for the several kinds 
of certificates. 

9. The establishment of minimum professional requirements for all 
persons teaching in this State. 

10. The establishment of minimum academic requirements for all 
persons teaching in this State. 



SUMMARY OF RECOMMENDATIONS OF SURVEY COMMITTEE. 189 

11. The thoroughgoing revision of the common-school course of 
study, and the adoption of a distinctively rural course of study for 
schools of the open country. 

III. THE NORMAL SCHOOLS. 

1. The restriction of the field of the State normal schools to the 
preparation of elementary teachers until all elementary schools are 
supplied with professionally trained teachers. 

2. The gradual increase of the entrance requirement to graduation 
from a four-year high school. s 

3. The granting of no normal-school certificate after the summer 
session of 1921 for less than the completion of two years of normal- 
school work above high-school graduation. 

4. The award after the summer session of 1922 of a certificate for 
the completion of a two-year course and of the normal-school diploma 
for the completion of a three-year course. 

5. The establishment of special summer and irregular courses to 
enable teachers in service to fulfill the new academic and professional 
requirements. 

6. The provision by the normal schools of differentiated courses of 
study of two and three years, respectively, above high-school gradu- 
ation. 

7. The division of the State into extension-service districts, one for 
each normal school, within which each normal school shall organize 
an extension service for the teachers of the State. 

8. The preparation of courses of study for the further training of 
teachers in service, the satisfactory completion of which shall be 
necessary to secure a permanent license to teach. 

9. The eventual establishment by the State of minimum salaries 
for teachers holding normal-school certificates and normal-school 
diplomas. 

10. The considerable enlargement of the courses and facilities at 
all three normal schools for the preparation of rural-school teachers. 

11. The organization of a fourth normal school. 



APPENDIX A. 

University of Washington — Salaries and student clock hours for the year ending June SO, 

1915. 



Department and instructors. 



Salary. 



Student clock hours. 



First 
semester. 



Second 
semester. 



COLLEGE OF LIBERAL ARTS 

English: 

Head professor 

Professor 

Associate professor 

Associate professor * 

Assistant professor 

Assistant professor 

Assistant professor 

Assistant professor 

Instructor 

Instructor 

Instructor 2 

Teaching fellow 

Teaching fellow 

Teaching fellow 

Teaching fellow 

Teaching fellow 

Teaching fellow 

Total (instructors, 14) » 

Average 

French: 

Professor 

Associate professor 

Assistant professor 

Assistant professor * 

Assistant professor 

Assistant professor 

Instructor 

Instructor 

Total (instructors, 6J) 3 

Average 

German: 

Head professor 

Assistant professor 

Assistant professor 

Assistant professor 

Instructor 

Instructor 

Instructor 

Instructor « 

Graduate assistant 

Total (instructors, 7|) 

Greek. 
D 

Assistant professor 

Associate professor 7 . . . . 

Total (instructors, 2\) 
Average 

History: 

Head professor 

Professor 

Associate professor 

Associate professor 

Instructor 

Research assistant «. . . . 

One teaching fellow 

Student assistant 

Total (instructors, 6f ) 
Average 



1 On leave. 

2 Substitutes for another professor. 

» Total instructors reduced to full time basis. 
« See also Spanish. 



$3,000 

2,400 

2,200 

2,200 

1,900 

1,700 

1,700 

1,600 

1,600 

1,100 

1,100 

900 

650 

450 

450 

700 

450 



22,600 
1,619 



3,000 
1,900 
l;700 
&800 
1,600 
1,500 
1,100 
337 



11,937 
1,736 



2,800 
1,700 
1,600 
1,600 
1,400 
1,300 
1,200 
650 
112 



12,362 
1,595 



3,000 

1,800 

500 



5,300 
2,355 



3,000 
2,400 
2,200 
2,200 
1,300 
1,200 
450 
150 



12,900 
1,911 



238 
337 
294 



345 
270 
252 
187 
432 
232 
264 
180 
192 
114 
170 
237 
127 



3,871 
276 



144 
334 
370 
114 
200 
350 
274 
176 



1,962 
285 



118 
288 
335 
339 
302 
325 
360 
128 
72 



2,267 



51 
309 

81 



441 

252 



530 
281 
450 
998 

644 



2,903 
505 



318 
309 
247 



294 
279 
196 
55 
275 
206 
253 
229 
180 
141 
138 



127 



3,247 
232 



114 
260 
325 
122 
170 
303 
355 
196 



1,845 
268 



140 
285 
265 
368 
270 
328 
328 
94 



2,078 

277 



45 
316 



361 

240 



279 
452 
752 

768 



2,870 
490 



5 Half time. 

8 Half time, not included here, given to extension instruction. 

7 See also Latin. 

8 No instruction. 

191 



192 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

University of Washington — Salaries and student clock hours for the year ending June 30, 

1915 — Continued. 



Department and instructors. 



college of liberal arts— continued 
Journalism: 

Head professor 

Assistant professor 

Assistant professor 

Instructor 

Pressman * 

Student assistant 

Student assistant 

Total (instructors, 5f) 

Average 

Latin: 

Head professor 

Associate professor * 

Assistant professor 

Total (instructors, 2|) 

Average 

Library economy: 

Instructor (i time) 

Instructor (l time) 

Instructor (i time) 

Instructor (| time) 

Instructor (| time) 

Total (instructor, 1) s 

Average 

Oriental history: 

Head professor 

Philosophy: 

Head professor 

Instructor 

Instructor 

Total (instructors, 3) 

Average 

Political and social science: 

Head professor 

Professor 

Assistant professor 

Assistant professor 

Assistant professor 

Assistant professor 

Instructor 

Instructor 

Instructor 

Total (instructors, 9) 

Average 

Public speaking and debate: 

Head professor 

Professor 

Total (instructors, 2) 

Average 

■Scandinavian language and lirature: 

Head professor 

■Spanish: 

Head professor 

Associate professor 

Assistant professor 

Instructor 

Assistant professor 4 

Total (instructors, 3|) 

Average 



Salary. 



$2, 500 
2,100 
2,000 
1,200 
1,620 
150 
75 



9,645 
1,794 



3,000 
1,500 
1,500 



6,000 
2,182 



750 
500 
250 
125 



1,714 
1,714 



3,000 
1,500 
1,200 



5,700 
1,900 



3,000 
3,000 
2,000 
1,700 
1,600 
1,350 
1.300 
i;200 
1,200 



16,350 
1,817 



2,500 
1,400 



3,900 
1,950 



2,100 



2,000 

2,000 

1,S00 

225 

800 



6,825 
1,820 



Student clock hours. 



First 
semester. 



303 



113 
164 



580 
178 



124 
183 



144 



168 



Second 
semester. 



310 



231 
270 
440 



941 
314 



492 
568 
339 
258 
342 
450 
420 
168 
432 



385 



104 



290 
145 



112 



270 

307 
250 



196 



1,053 
281 



1 No instruction. 

2 See also Greek. 



a Total instructors reduced to full time basis. 
4 See also French. 



1,091 
291 



APPENDIX. 



193 



University of Washington — Salaries and student clock hours for the year ending June 80, 

1915 — Continued. 





Salary. 


Student clock hours. 


Department and instructors. 


First 
semester. 


Second 
semester. 


COLLEGE OF SCIENCE. 

Botany: 


$2,800 

2,300 

1,700 

1,600 

450 

450 

600 

150 

150 

150 

150 


400 
872 
708 
320 


316 


Professor „. 


520 
492 


Assistant professor 


289 


Teaching fellow 


375 






150 




212 
30 

384 




Student assistant 


30 


Student assistant 




Student assistant 




Student assistant 






Total (instructors, 6£) 


10, 500 
1,615 


2,926 

457 

! 


2,172 




334 






Chemistry: 


3,000 

2,400 

2,000 

1,800 

1,600 

1,400 

1,000 

450 

450 

450 

450 

450 

450 

900 

1,200 

200 

250 

50 

250 

225 


3,322 
391 
872 

1,680 
130 
672 
232 


2,170 

298 






668 




1,544 


Instructor 


72 




929 




80 


Graduate assistant 






















Graduate assistant 
























Stock assistant 












Stock assistant 












Graduate assistant 






Total (instructors, 13) 


18,975 
1,460 


7,299 
561 


5,761 

443 




Short course — 

Professor 


48 










Geology: 

Dean (science) 1 








Assistant professor 


2,000 
1,800 
1,600 
150 
150 
150 
100 


570 
168 
514 


609 




241 


Instructor 


474 


Student assistant 




Student assistant 






Student assistant 






Lecturer 






Total (instructors, 4) 


5,950 

1,487 


1,252 
313 


1,324 
331 


Average 


Short course — 


18 


Instructor 






120 










Head professor 


2,100 
1,700 
1,400 
1,400 
1,200 


213 

268 
484 
405 
380 


138 




284 


Instructor 


453 




222 


Instructor 


176 






Total (instructors, 5) 


7,800 
1,560 


1,252 
350 


1,324 
264 








Mathematics: 


3,000 
2,400 
2,100 
1,700 
1,300 
1,600 
1,500 
1,400 
1,300 1 


123 
233 
211 
378 
306 


101 


Associate professor 


233 




240 


Assistant professor 


350 




218 


Assistant professor 2 






326 
374 
360 


177 


Instructor 


308 




298 



i Acting president. 



a On leave. 



46564°— 16 13 



194 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

University of Washington — Salaries and student clock hours for the year ending June 30, 

1915 — Continued . 



Department and instructors. 



Salary. 



Student clock hours. 



First 
semester. 



Second 
semester. 



college of s ciENCE— continued. 



Mathematics— Continued . 

Instructor 

Instructor 1 

Graduate student 

Graduate student 



Total (instructors, 10£). 
Average 



Philosophy (psychology): 

Professor 

Instructor 

Instructor 

Teaching fellow 



Total (instructors, 2§). 
Average 



Physical training: 

Director 

Instructor 

Instructor 2 ... 

Instructor 

Instructor 

Assistant 



Total (instructors, 5£) . 
Average 



Physics: 

Head professor 

Assistant professor. 
Assistant professor. 

Instructor 

Teaching fellow 

Teaching fellow 

Teaching fellow 

Student assistant . . 



Total (instructors, 5|) . 
Average 



Zoology: 

Head professor 

Assistant professor. 

Instructor 

Instructor 

Student assistant . . 
Student ae«istant . . 
Student assiscant. . 



Total (instructors, 4£) . 
Average 



COLLEGE OF ENGINEERING. 

Civil engineering: 

Dean (engineering) 

Professor 

Professor 

Associate professor 3 - 

Assistant professor 

Assistant professor 

Assistant professor 

Instructor 

Instructor 4 

Instructor 

Instructor - 

Student assistant 

Student assistant 



Total (instructors, 10J) . 

Average 

Short course — 

Professor 

Assistant professor. . . 

Instructor 



$1,300 

1,200 

225 

225 



18,050 
1,719 



1,050 

1,500 

1,200 

75 



3,825 
1,457 



2,400 
1,500 
1,200 
1,000 
900 
300 

7,300 
1,327 



3,000 

2,000 

1,500 

1,400 

450 

450 

225 

75 



9,100 
1,699 



3,000 

1,800 

1,400 

1,200 

150 

150 

150 



7,850 
1,653 



3,000 
2,500 
2,400 
1,900 
1,600 
1,500 
1,500 
1,400 

700 
1,200 

600 
85 
60 



18, 445 
1,800 



1 Substitute for assistant professor. 

2 Rowing; hours not available. 



340 



3,139 
299 



36 

858 

72 



773 
230 



275 

849 



2,127 

387 



299 
546 
180 
543 



1,568 
292 



753 
513 
726 

846 



2,838 
597 



140 

89 

311 



365 
268 
654 
440 
278 
572 



3,117 
337 



3 On leave, first semester. 

4 Substitute for assistant professor, first semester. 



APPENDIX. 



195 



University of Washington — Salaries and student clock hours for the year ending June 30, 

1915 — Continued . 





Salary. 


Student clock hours. 


Department and instructors. 


First 
semester. 


Second 
semester. 


college of engineering— continued. 
Electrical engineering: 


$3, 000 

1,900 

425 

1,400 

200 

50 


152 
245 
88 
323 
108 


212 




186 




40 




332 




78 


Student assistant 


72 




6,975 
1,993 


916 
262 


920 




263 






Mechanical engineering: 


3,000 
2,000 
1,500 
1,700 
1,600 


258 
250 
686 
412 

744 


183 




279 




490 




416 




594 








9,800 
1,960 


2,350 
470 


1,962 




392 






college of mines. 


3,000 
2,000 
2,000 


88 
■ 82 


207 




132 








206 


104 




250 
250 
250 
400 
















Student assistant lecturer 






Total (instructors, 4) 


8,150 
2,037 


376 

94 


443 


Average 


111 






Short course — 

Dean 






120 


Assistant professor 






90 


Assistant professor 






100 










college of forestry. 
Dean 


2,700 
2,300 
2,200 
1,400 
250 


295 
116 
322 
318 


241 


Associate professor 


180 


Assistant clerk 


108 


Instructor 


192 


Lecturer 




Total (instructors, 4|) 


8,850 
2,145 


1,051 
255 


721 




175 


Short course: 


74 


Associate professor 






63 








213 


Instructor 






144 










college of pharmacy. 


3,000 

1,900 

1,000 

1,300 

900 

150 

225 

120 


124 
490 

384 


110 


Associate professor 


546 


Instructor 


368 


Instructor a 


72 








Student assistant 












Student assistant 












Total instructors, 5f 


8, 595 
1,495 


998 
285 


1 096* 


Average 








Dean 


3,000 
2,500 
2,000 
1,800 
1,200 


529 
124 
414 
193 
115 


593 ; 




303: 


A ssistant professor 


253, 




214 


Instructor 


270 






Total (instructors, 5) 


10,500 
2,100 


1,375 

275 


1,633 
327 









1 On leave. 

2 Substitute for assistant professor. 

3 State food analysis; not counted in teaching except one for one-fourth time second semester* 



196 EDUCATIONAL SURVEY OF THE STATE OP WASHINGTON. 

University of Washington — Salaries and students clock hours for the year ending June 30, 

1915 — Continued. 





Salary. 


Student clock hours. 


Department and instructors. 


First 
semester. 


Second 
semester. 


SCHOOL OF LAW. 

Dean 


$3,000 
3,000 
1,000 
2,400 
2, 100 
2,100 
600 


340 
441 
258 
459 
557 
382 
128 


356 




374 


Professor (lecturer, h) 


198 




342 


Assistant professor 


525 


Assistant professor 


306 


Lecturer (J) 


96 


Total instructors, 5| 


14,200 
2,457 


2,565 
449 


2,197 

3S2 


Average 


COLLEGE OF FINE ARTS. 

Dean 


2,500 

1,000 

1,600 

1,000 

600 

200 

500 

1,300 

400 

800 

300 

350 

150 


365 
302 
106 
228 

39 

68 
112 
504 

80 
375 

28 
105 


426 


Assistant professor (arch itecture J-) 


56 




158 




198 


Assistant professor 


36 




60 


Instructor 


98 




536 




98 


Instructor (architecture) 


255 


Assistant 


22 




90 


Student assistant 




Total (instructors, 6|) 


10, 700 
1.678 


2,312 
362 


2,033 

319 


Average 


MILITARY TRAINING. 




1,624 


1,388 




150 
150 
150 
150 
















Student assistant 






Total (instructors, 2) 


600 
600 


1,624 
812 


1,388 




694 







Washington State College — Salaries and student clock hours for first semester, year 

1914-15. 



Title of instructor. 



Soil physicist. 



Professor of farm crops 

Assistant agronomist 

Professor of agriculture 

Professor of agricultural engineering. . 

Associate professor of animal hus- 
bandry. 



Professor of animal husbandry 



Assistant professor of poultry hus- 
bandry. 



Salary. 



1 12, 000 



2 2,000 

3 1,400 
3,000 
1,600 
1,800 



2,000 



& 1, 500 



No. of course. ! Value. 



i Experiment station pays $1,000 of this. 
2 Experiment station pays $500 of this, 
a Experiment station pays $1,283 of this. 



Agr. 1. . 
Agr. 8.. 
Agr. 21. 



Agr. 4. . 
Agr. 5. . 
Agr. 17. 
Agr. 20. 



An. Husb. 1. 
An. Husb. 1. 
An. Husb. 1. 
An. Husb. 9. 



An. Husb. 2 

An. Husb. 7 

An. Husb. 6 and 1, 



An. Husb. 16. 



Clock 
hours. 



Stu- 
dents. 



Student 
clock 
hours. 



52 312 

3 12 

15 45 



25 



7 



* Students in electrical engineering, 35 lacking. 
& Extension division pays $750 of this. 



175 

18 

4 

49 

322 

189 

252 

26 



44 
10S 
90 



242 



APPENDIX, 



197 



Washington State College — Salaries and student clock hours for first semester, year 

1914-15— Continued. 



Title of instructor. 


Salary. 


No. of course. 


Value. 


Clock 
hours. 


Stu- 
dents. 


Student 
clock 
hours. 


Assistant professor of architecture 


$1,650 

3,000 

i 1, 500 
1,900 

1,400 
3 1,800 

1,600 

<3,000 
1,320 

1,320 

1,800 

1,200 
1,800 


Arch. 5 

Arch. 13 

Arch. 17 

Arch. 33 


2 
4 

I 

2 
1 
4 
1 

4 
4 
3 

4 

5 

3-5 

1 

5 

8 

5 

4 
3 

5 
5 
5 

5 

5 
3 

5 
3 
5 
2 

5 
5 
5 

5 

1 

1 
5 
3 
3 


2 
6 
2 
4 

2 
2 

8 
1 

6 
6 
5 

6 
8 

2 

6 

8 

8 
6 
5 

8 
8 
8 

8 

8 
5 

9 

9" 

4 

5 
10 

8 

9 

1 
1 
5 
3 
3 


8 

1 

1 

10 

2 
4 
2 

36 
20 
2 

45 

1 

19 

39 

17 

1 

41 
3 

7 

65 
33 
30 

52 

25 

2 

2 

39 

1 

10 

11 

8 

6 

15 
13 
32 

3 

3 


16 
6 
2 

40 




Arch. 11 






64 
4 




Arch. 35 


8 




Arch. 43 


16 




Arch. 51 


7 




Bot. 1 




Director of experiment station and 
professor of botany. 


35 
216 


Bot. 101 


180 


Bot. 70 


10 


Associate professor of plant physiology. 


Bot. 4 


406 
270 


Bot. 45 


8 




Bot. 46 






Bot. 91 


78 




Bot. 14 




Assistant professor of botany 


2 356 
102 




Bot. 45 


8 




Bot. 16 

Bot. 18 

Bot. 71 

Chem. 1 




Associate professor of botany and 
assistant m experiment station. 


110 

328 
12 
35 


Associate professor of chemistry 


375 
520 




Chem. 1. . 


264 




Chem. 1 


240 




Chem. 1 




Dean of faculty and professor of 


1,024 
416 


chemistry. 
Assistant professor of chemistry 


Chem. 3 


200 




Chem. 29 


10 


Assistant professor of chemistry 


Chem. 6 


210 

18 




Chem. 19 


117 




Chem. 22 


9 




Chem. 35 


40 




Chem. 11 




Associate professor of physiological 


184 
55 


chemistry. 


Chem. 41 


70 




Home Econ. 31 

Chem. 12 


64 


Instructor in chemistry 


189 

62 


Professor of sanitary engineering 


Civil Eng. 4 

Civil Eng. 5 

Civil Eng. 9 

Civil Eng. 14 

Civil Eng. 20 


15 
13 

160 
9 
9 




20 6 



1 Experiment station pays $1,500 of this. 
» Pickett 3, 4, or 5 hours. 



3 Experiment station pays $450 of this. 

4 $1,500 of this is salary as dean. 



198 EDUCATIONAL SURVEY OP THE STATE OF WASHINGTON. 

Washington State College — Salaries and student clock hours for first semester, year 

1914-15— Continued. 



Title of instructor. 



Salary. 



No. of course. 



Value. 



Clock 
hours. 



Stu- 
dents. 



Student 
clock 
hours. 



Professor of railway and highway 
engineering. 



Vice president and professor of mathe- 
matics and civil engineering. 



Instructor in civil engineering.. 
Professor of dairying 

Instructor in dairy practice 

Second instructor in dairying . . 

Instructor in economic science.. 

Professor of economic science. . . 

Professor of psychology 

Assistant professor of education 

Professor of applied electricity.. 



Professor of mechanical engineering 
and electrical engineering. 



Assistant professor of English. 



$2, 100 



13,000 



1,200 
2 1,800 



1,200 
1,200 



,200 



2,200 



2,200 



1,900 



3,000 



Civil Eng. 10. 
Civil Eng. 19. 
Civil Eng. 21. 
Civil Eng. 22. 



Civil Eng. 11. 
Civil Eng. 13. 
Civil Eng. 16. 
Civil Eng. 24. 



Civil Eng. 30. 



Dairying 1 . . 
Dairying 7 . . 
Dairying 15. 



Dairying 4. 

Dairying 6. 
Dairying 9 . 



Econ. 9.. 
Econ. 39. 
Econ. 42. 
Econ. 43. 



Econ. 31. 
Econ.' 35. 
Econ. 36. 



Educ. 3.. 
Educ. 11. 
Educ. 20. 



Educ. 5.. 
Educ. 6.. 
Educ. 17. 
Educ. 19. 



Elec. Eng. 1... 
Elec. Eng. 10.. 
Elec. Eng. 15.. 
Elec. Eng. 131 ; 
Elec. Eng. 35.. 



Elec. Eng. 5... 
Mech. Eng. 13. 



English 1.. 
English 28. 
English 29. 
English 30. 
English 31. 



y 

17 


27 
85 


13 


39 


9 


18 




169 


59 


295 


25 


75 



23 





416 


42 


210 


22 


44 


13 


39 




293 


14 


28 


25 


75 


9 
15 


27 
30 



I 4 ) 





160 


12 


60 


9 


18 


5 


15 


4 
) 






93 


9 


45 


12 


36 




81 


20 


100 


23 


69 


25 


75 


26 


52 


Id 


32 



$2,000 of this is salary as vice president. 
Experiment station pays $300 of this. 



3 Temporary course. 

4 Students lacking. 



APPENDIX. 



199 



Washington State College — Salaries and student clock hours for first semester, year 

1914-15— Continued. 



Title of instructor. 



Salary. 



No. of course. 



Value. 



Clock 
hours. 



Stu- 
dents. 



Student 
clock 
hours. 



Professor of English. 



Instructor in English. 



$2, 400 



1,200 



Instructor in English. 



Instructor in English . 



Assistant professor of English. 



1,200 



1,200 



1,500 



Assistant professor of English. 



Student assistant in English. 



Instructor in expression. 



1,700 



400 



300 



English 4 

English 11.... 
English 28.... 
English 40.... 
English 30.... 

English 4 

English 28.... 
English 29.... 
English 30.... 
English 30.... 
English 31.... 
English 38.... 

English 18.... 
English 28.... 
English 28.... 
English 30.... 
English 34.... 

English 28.... 
English 28.... 
English 30.... 
English 51.... 

English 28.... 
English 28.... 
English 30.... 
English 30.... 
English 30.... 
English 50.... 
English 46.... 

English 28.... 
English 28.... 
English 28.... 
English 30.... 
English 48.... 

English 28.... 
English 30.... 

Expression 8. 
Expressions. 
Expression 1. 
Expression3. 
Expression 4 . 
Expression?. 
Expression 9. 
Expression 10 
Expression 11 
Expression 14 
Expression 16 
Expression 19 
Expression 21 
Expression 30 
English 10.... 



200 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

Washington State College — Salaries and student clock hours for first semester, year 

1914-15— Continued. 



Title of instructor. 


Salary. 


No. of course.. 


Value. 


Clock 
hours. 


Stu- 
dents. 


Student 
clock 
hours. 




$1,000 

2,200 

1,100 

1,500 

2,600 
1,600 

1,100 

• 
2,200 

1,100 

500 
1,620 


Fine Arts 1 

Fine Arts 1 

Fine Arts 8 

Fine Arts 16 

Fine Arts 17 

Fine Arts 18 

Fine Arts 20........ 

Fine Arts 22 

Forestry 40 

Forestry 45 

Forestry 48 

Forestry 49 

French 2 


2 
2 
2 
5 
5 
5 
5 

/ ^ 
\ or 5 

2 

: 2 

2 
2 

5 
5 
5 

5 
5 
5 

5 
5 

3 
3 
2 

5 

5 

5 
5 
5 
5 
5 
5 

5 
5 
2 
5 
3 

5 

5 

• 1 

5 1 

5 i 


4 
4 
2 
10 
10 
10 
10 

} 

2 
2 
2 
2 

5 
5 
5 

5 

5 
5 

5 
6 

3 
6 
3 

5 
5 

5 
5 
5 
5 
5 
5 

5 
5 
2 
5 
3 

5 
5 

5 
5 
3 
3 


38 
1 
3 
1 
1 
2 
1 

1 

2 
3 

2 

4 

11 
2 
5 

5 

17 

5 

27 
3 

6 
5 
4 

32 

7 

12 

4 
17 
21 

9 
26 

8 

19 

7 

9' ! 
9 

31 
15 ; 

37 

38 
10 
22 


152 




4 
6 
10 
10 
20 
10 

0) 




212 
4 




6 
4 
8 


Instructor in French •. 


22 
55 




French 10 


10 




French 19 


25 




French 2 






90 
25 




French 11 


85 






25 




Geology 1 and 2 . . . 
Geology 15 

Geology 3 






135 
135 




18 


Assistant professor of economical geol- 
ogy. 


153 

18 


Geology 7. 


30 




7 




German 10 

German 10 




Instructor in German 


55 
160 




35 


^emidii 


195 
60 






20 




German 10 

German 11 

German 17 

German 11 

German 10 

German 11 

German 14 

German 21 

German 27 

German 11 

German 20 

History 2 


85 
105 

45 
130 




445 
40 




95 
14 
45 
27 




221 
85 




45 


Professor of political and social science. 


130 
185 




190 






30 




Sociology 7 


66 




471 



i Clock hours lacking. 



APPENDIX. 



201 



Washington State College — Salaries and student clock hours for first semester, year 

191 4-15— Continued. 



Title of instructor. 



Assistant professor of history 



Professor of history. 



Instructor in textiles and clothing. 



Professor of home economy. 



Assistant professor of foods and cookery 



Associate professor of pomology 

Instructor in horticulture 

Professor of horticulture 

Assistant professor of floriculture and 
gardening. 

Professor of Latin 

Instructor in metal work 

Instructor in drawing 

Professor of mathematics 



Salary. 



SI, 500 



No. of course. 



History 11. 
History 24 



Economy 31. 



1,620 History 26. 
History 46. 
History 52. 



1,100 Home Econ. 1.. 
! Home Econ. 20. 



1,800 



1,900 

1,200 
2,200 

1,650 
2,200 

750 

1,500 
1,900 



Home Econ. 1.. 
Home Econ. 4.. 
Home Econ. 7.. 
Home Econ. 37. 



Home Econ. 11. 
Home Econ. 11. 
Home Econ. 21. 
Home Econ. 34. 



Horticulture 9.. 
Horticulture 11 . 
Horticulture 23. 



Value. 



Horticulture 18. 



Horticulture 24 . 
Horticulture 25. 



Horticulture 26. 
Horticulture 34. 
Horticulture 38. 



Latin 3.... 
Latin 11... 
Rural law. 



Metal Art 1 . 
Metal Art 21 



Drawing 5.. 
Metal Art 4. 



Math. 1 

Math. 2 and 3 . 

Math. 5 

Math. 7 

Math. 9 



Clock 
hours. 



Stu- 
dents. 



i Student 
clock 
hours. 



27 
220 



247 
175 



422 

70 
21 
70 





161 


44 


264 


S 


80 




344 


17 


34 


15 


120+3 


10 


40 


14 


70 



54 
66 
190 
12 



322 



294 
30 



12 


48 


4 


8 


5 


20 




28 


2 


10 


15 


60 


4 


20 




90 


1 


5 


3 


8 


12 


24 




37 


3 


12 


4 


24 




36 


2 




3 




10 


50 


19 


95 


10 


50 


5 


15 


5 


15 




225 



1 Value not given. 



202 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

Washington State College — Salaries and student clock hours for first semester, year 

1914-15— Continued. 



Title of instructor. 



Salary. 



No. of course. 



Value. 



Clock 
hours. 



Stu- 
dents. 



Assistant professor of mathematics . . . 



Instructor in mathematics 

Instructor in electrical engineering. 



Assistant professor of mechanical engi- 
neering. 



Instructor in mechanical engineering . 



Assistant professor of mechanical en- 
gineering. 



Assistant professor of manual train- 
ing. 



Associate professor of mechanical en- 
gineering. 



Student assistant 

Instructor in forge work 

Assistant professor of metallurgy. . 

Professor of mining engineering. . . 
Professor of pipe organ and piano 



1 Not catalogued. 

» Number of students not given. 



$1, 700 



1,200 
1,200 
1,400 



450 



1,500 



1,400 



1,600 



100 

750 

1,500 



2,600 



1,100 



Math. 2 

Math. 2 and ; 

Math. 5 

Math. 8 



Math. 2 and 3 . 

Manual Arts 1. 

Mech. Eng. 23. 
Metal Arts 3 . . 
Metal Arts 5 . . 
Mech. Eng 7 . . 
Mech. Eng. 21. 



Mech. Eng. 20... 

Metal Arts 7 

Metal Arts 40... 
Metal Arts 40-41. 
Metal Arts 43.... 
Mech. Eng. 11... 



Mech. Eng. 32. 
Mech. Eng. 37. 
Mech. Eng. 31. 
Metal Arts 37 . 
Mech. Eng. 8.. 
Mech. Eng. 12. 



Man. Arts 43. 
Man. Arts 8.. 
Man. Arts 11 . 
Man. Arts 8.. 



Mech. Eng. 1.. 
Mech. Eng. 1.. 
Mech. Eng. 1.. 
Mech. Eng. 15. 
Mech. Eng. 24. 



Mech. Eng. 1. 

Mech. Eng. 2. 

Min. Eng. 1.. 
Min. Eng. 2.. 
Min. Eng. 5.. 
Min. Eng. 10. 
Min. Eng. 12. 



Min. Eng. 4. 
Min. Eng. 7. 
Min. Eng. 9. 



Music 31 

Music 33 

Music 35 

Piano and organ.. 



5 

2 

3 

2ior5 



10 



( 4 ) 



( 2 ) 



( 2 ) 



5 

46 

I 

5 

3 

2 
5 
4 



4 


40 


3 


15 


2 


18 




73 


10 


50 


2 


4 


2 


6 


15 


(<) 




60 



s Report incomplete. 

4 Private music lessons not estimated. 



APPENDIX. 



203 



Washington State College — Salaries and student clock hours for first semester, year 

1914-1 5 — Continued . 



Title of instructor. 



Salary. 



No. of course. 



Value. 



Clock 
hours. 



Stu- 
dents. 



Student 
clock 
hours. 



Instructor in voice 

Instructor in piano 

Professor of piano 

Professor of violin 

Instructor in voice 

Professor of pharmacy and materia 
medica. 

Instructor in photography 

Professor of physics 



Professor of Scandinavian languages . 



Instructor in Spanish. 



Associate professor of anatomy and 
surgery. 



Professor of veterinary science. 



Assistant professor of pathology and 
histology. 



Instructor in zoology. 



Professor of zoology. 



i$400 

( 3 ) 
il,500 



1500 
1200 
1,800 



450 



1,320 



1,100 



1,700 



3,000 



1,800 



1,200 



6 2,400 



Methods 

Vocal 

Piano 

Piano 

Piano 3 

Piano 1 

Piano 6 

Piano 5 

Piano 7 

Violin 

Vocal 

Phar. 1 

Phar. 6 

Phar. 11 

Phar. 21 

Photog. 1 

Phys. 1 

Phys. 13 

Phys. 15 

Phys. 31 

Scan. 1 

Scan. 3 

Span. 1 

Span. 3 

Span. 4 

Clinics 

Vet. 19 

Vet. 21 and 35 
Vet. 39 

Vet. 22 

Vet. 24 

Vet. 30 

Vet. 40. , 

Zool. 3 

Zool. 21 

Zool. 4 

Zool. 7 

Zool. 38 , 



2£or5 
2£or5 

2* or 5 

2| or 5 
2§ or 5 
2£or5 
2* or 5 
2§or5 
2Jor5 

1,2,5 

21 or 5 

5 
3 
2 

5 



1-3 
5 
5 
3 



( 2 ) 



( 2 ) 
( 2 ) 



( 2 ) 



140 

18 



50 



214 

32 

120 
28 
21 

144 



313 



35 

280 
10 
30 



320 



120 
126 



14 


56 




390 


11 

42 


55 
252 




307 


11 
10 


11 

30 




41 


2 

26 


16 
208 



224 

27 
21 
12 



60 



i And tuition fees. 

2 Private music lessons not estimated. 

8 Tuition fees only. 



* Experimental station pays $600 of this. 
6 Experimental station pays $800 of this. 



20-4 EDUCATIONAL SURVEY OP THE STATE OF WASHINGTON, 

Washington State College — Salaries and student clock hours for second semester, year 

1914-15. 



Title of instructor. 


Salary. 


No. of course. 


Value. 


Clock: 
hours. 


Students. 


Student 
clock hours. 


Professor of agricultural engi- 
neering. 


$1,600 

i 2, 000 
3,000 

2 2,000 
2,000 

1,800 

U,500 
3,000 

1,650 

1,500 
1,900 

i 2, 750 


Agr. 2 


5 
5 
5 
5 
2 
2 
2 


7 
7 
7 
7 
4 
4 
4 
4 

3 

8 

3 
2 

7 
6 

3 
2 

2 

2 
3 

4 
4 

2 
6 
10 

2 
1 
6 
6 

2 

10 
( 5 ) 
( 5 ) 

6 
8 
2 
( 6 ) 
6 

( 6 ) 
( 6 ) 
( 6 ) 
8 


16 
16 
16 
10 
15 
23 
20 
7 

7 
18 

27 
6 

78 
19 

44 
47 
20 

21 
22 

10 
4 

5 
27 

1 

15 
6 
3 
1 

6 

18 

3 

2 

32 
3 
5 
4 
9 

1 

9 

1 

10 


112 


Agr. 2 


112 


Agr. 2 


112 




Agr. 2 


70 




Farm Eng 

Tract. Eng 

Agr. 14 


60 
92 
80 




Mech. Eng. 58 


28 




Agr. 11 


3 

5 

3 
2 

5 
5 

3 
2 
2 

2 
3 

3 
3 

1 
3 
5 

1 
1 
3 

4 

1 
5 




Soil physicist 


666 
21 




Agr. 23 


144 




Agr. 13 




Professor of agriculture 


165 
71 


Agr. 16 


12 




Agr. 22.- 






83 
546 




Agr. 3 


114 




An. Husb. 3 

An. Husb. 4 

An. Husb. 14 

An. Husb. 5 

An. Husb. 8 

An. Husb. 16 

An. Husb. 18 

Arch. 18 




Professor of animal husbandry. 


€60 

132 
94 
40 


Associate professor of animal 
husbandry. 


266 

42 
3 66 


Assistant professor of poultry 
husbandry. 


108 

40 
16 




56 
10 




Arch. 25 

Arch. 44 

Arch. 36 


162 
10 


Assistant professor of architec- 


182 
30 


Arch. 6 


6 




Arch. 42 

Arch. 14 

Arch. 38 

Fine Arts 3 

Metal Arts 5 . . ; . . . 


18 
6 




60 
12 




180 
( 5 ) 






( 6 ) 




Bot. 2 


4 

5 

2 

1-10 

4 




Associate professor of plant 
physiology. 


192 
192 


Bot. 8 


24 


Bot. 17 


10 




Bot. 44 


( 6 ) 




Bot. 102 


54 




Bot. 7 




Professor of plant pathology . . 


280 
( 6 ) 


Bot. 41 




( 6 ) 




Bot. 44 


1-10 
3 


( 6 ) 




Bot. 51 


80 










80 



1 Experiment station pays $1,000 of this. 

2 Experiment station pays $500 of this. 

3 Five-sixths time. 

* Experiment station pays $750 of this. 



& Clock hours not given. 

e Not given. 

i Experiment station pays $1,375 of this. 



APPENDIX. 



205 



Washington State College — Salaries and student clock hours for second semester, year 

1914-15— Continued. 



Title of instructor. 


Salary. 


No. of course. 


Value. 


Clock 
hours. 


Students. 


Student 
clock hours. 


Assistant professor of botany .. 


$1,400 

2 1,800 

1,600 

> 3 3 j 000 

1,320 

1,000 
1,200 
1,800 

1,320 

1,200 

2,100 

* 3,000 

1,800 

1,200 

1,200 

61,800 

100 


Bot. 15 


5 

3-5 

1 

4 
1-10 

5 

5 

5 
2 

4 
5 

1 
5 

5 

1 

5 
2 

5 
2 

4 
5 
3 

2 
5 
5 

4 
5 

2 
2 

3 
3 

3 

1 

2 


7 
( l ) 
2 

6 

8 
8 

8 
2 

7 
8 

1 

5 
5 

is 

7 
3§ 

8 
2 

7 
7 
4 

2 
7 
5 

5 
5 

3 
3 

5 
6 

4 
2 

4 


16 

2 

34 

34 
3 

26 
51 

47 

7 

11 
94 

11 

21 

22 
6 

5 
3 

26 
4 

8 
4 
3 

10 
3 

15 

22 

5 

7 
6 

7 
4 

14 
6 

4 


112 


Bot. 47 


C 1 ) 

68 




Bot. 92 




Bot. 18 




Associate professor of botany 
and assistant of experiment 
station. 

Associate professor of chem- 
istry. 

Dean of faculty and professor 
of chemistry. 


180 
204 


Bot. 44 


C 1 ) 


Chem. 2 .' 


204 

208 


Chem. 31 


408 


Chem. 2 


616 

376 


Chem. 21... 


14 


Chem. 4 




Assistant professor of chem- 
istry. 


390 

77 


Chem. 33 


752 






Instructor in chemistry 

Do 


829 
11 


Chem. 14 


105 


Associate professor of physio- 
logical chemistry. 


Chem. 14 


110 


Chem. 18 


10 




Chem. 32 




Assistant professor of chemis- 
try. 


120 

35 


Chem. 46 


11 




Civil Eng. 7 

Civil Eng. 26 

Civil Eng. 8 

Civil Eng. 5 

Civil Eng. 25 

Civil Eng. 15 

Civil Eng. 12 

Math. 1 




Instructor in civil engineering. . 


46 

208 
8 


Professor of railway and high- 
way engineering. 


216 

56 
28 
12 


Vice president and professor of 
mathematics and electric 
engineering. 


96 

20 
21 
75 




Civil Eng. 29 

Civil Eng. 27 

Dairying 3 

Dairying 11 

Dairying 8 

Dairying 10 

Dairying 13 

Dairying 16 

Manual Arts 1 




Professor of sanitary engineer- 
ing. 


116 

110 
25 


In structor in dairy production . 


135 

21 
18 


Instructor in dairying 


39 

35 




20 




56 

56 




12 


Student assistant 


68 
16 



1 Not given. 

2 Experiment station pays $450 of this. 

3 Salary as dean, $1,500, constitutes part. 



« Salary as vice president, $2,000, constitutes 
5 Experiment station pays $300 of this. 



part. 



206 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

Washington State College — Salaries and student clock hours for second semester, year 

1914-1 5— Continued. 



Title of instructor. 



Salary. 



No. of course. 



Value. 



Clock 
hours. 



Student, cl ~ 3i 



Instructor in economic science 



Professor of economic science. 



Assistant professor of history . 



Professor of Latin 



Assistant professor of educa- 
tion. 



Professor of psychology. 



Professor of applied electricity . 



Professor of mechanical and 
electrical engineering. 



Professor of English. 



Instructor in English. 



Assistant professor of English. . 



$1, 200 



2,200 



1,500 



2,200 



1,600 



2,200 



1,900 



3,000 



2,400 



1,200 



1,600 



Econ. 5. , 
Econ. 10. 
Econ. 60. 
Econ. 61 . 



Econ. 31. 
Econ. 31. 
Econ. 37. 



Econ. 33. 
Econ. 34. 
Hist. 24. 
Hist. 25. 



Econ. 41 . 
Econ. 12. 



Educ. 1. 
Educ. 8. 
Educ. 9. 



Educ. 3. 
Educ. 4. 



Elec. Eng. 2. . 
Elec. Eng. 4.. 
Elec. Eng. 32. 
Elec. Eng. 34. 
Elec. Eng. 36 



Elec. Eng. 6.. 
Elec. Eng. 7.. 
Elec. Eng. 16. 
Elec. Eng. 22. 



English 4 . . 
English 5 . . 
English 29. 
English 31 . 
English 33 . 



English 4.. 
English 29. 
English 30. 
English 31 . 
English 35. 



English 14. 
English 28. 
English 29. 
English 31 . 
English 43. 



33 



7 


28 


196 


3 


29 


87 


5 


19 
46 


95 


5 


378 
230 


8 


14 


112 




342 


3 


8 


24 


3 


11 


33 


4 


0) 




ft 




fi 














«57 


3 


9 


27 


2 


6 


12 


2 


9 


18 


4 


12 


48 




105 


R 


17 


85 


3 


13 


39 


3 


22 


66 


2 


23 


46 


5 


28 


140 




376 


S 


17 


85 


3 


20 


60 


2 


42 


84 


2 


15 


30 


3 


3 


9 




268 


3 


5 


15 


3 


23 


69 


3 


19 


57 


2 


22 


44 


3 


7 


21 




206 



i Not given. 



2 So far as given. 



APPENDIX. 



207 



Washington State College — Salaries and student clock hours for second semester, 

1914-15— Continued. 



year 



Title of instructor. 



No. of course. 



Value. 



Clock 
hours. 



Students. 



Student 
clock hours. 



Assistant professor of English. 



Do. 



Instructor in English. 



Do. 



Do. 



Instructor in expression. 



$1, 700 



1,500 



1,200 



1,200 



400 



300 



Instructor in fine arts. 



1,000 



Professor of forestry. 



2,200 



English 15.... 

English 28 

English 29 

English 30 

English 31 ... 
English 49 

English 23.... 
English 25. . . . 

English 28 

English 29 

English 31.... 
English 52. . . . 

English 51.... 

English 28 

English 29 

English 31.... 
English 51.... 

English 29.... 
English 31.... 
English 36.... 
English 39.... 

English 29 

English 31 

Expression 1 . 
Expression 2. 
Expression 3. 
Expression 4. 
Expressions. 
Expression 7. 
Expression 8. 
Expression 10 
Expression 11 
Expression 12 
Expression 13 
Expression 14 
Expression 15 
Expression 16 
Expression 19 
Expression 20 
Expression 22 

Fine arts 2 — 
Fine arts 4 . . . 

Fine arts 4 

Fine arts 9 

Fine arts 17. . . 
Fine arts 19. . . 
Fine arts 20. . . 
Fine arts 22. . . 

Forestry 33 . . 
Forestry 34 . . 
Forestry 35 . . 
Forestry 37 . . 
Forestry 43 . . 
Forestry 44 . . 
Forestry 48 . . 
Forestry 49 . . 



C 1 ) 



to 3 or 5. 



2 Not given. 



( 2 ) 



208 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

Washington Slate College — Salaries and student clock hours for second semester, year 

1914-15— Continued. 



Title of instructor. 


Salary. 


No. of course. 


Value. 


Clock 
hours. 


Students. 


Student 
clock hours. 




SI, 100 

1,500 

2,200 

2,600 
1,600 

1,100 
1,100 

500 

1,620 
1,620 

1,100 
1,800 




5 
5 
5 

5 
5 
5 

5 

5 
5 
2 
5 
3 

5 
2 
3 

2 
3 
2 
3 

5 
5 

5 
5 
5 
5 

5 
5 
5 
5 

5 
5 
5 

5 
2 
5 
5 

2 
5 

3 
2 
1 
3 
5 


5 
5 

5 

5 
5 
5 
5 

5 
5 
2 
5 
3 

5 
2 
5 

4 
6 
2 
6 

5 
5 

5 
5 
5 
5 

5 
5 
5 
5 

5 
5 
3 

5 

2 
3 

C 1 ) 

2 

10 

6 
4 
2 
3 
5 


14 

1 
4 

4 

3 

1 

11 

30 
9 

4 
3 

39 
10 

4 

6 
7 
4 
5 

20 
45 

12 
9 
3 

13 

1 

16 

2 

24 

28 
17 
29 

9 
6 
9 
5 

38 
15 

17 
13 
1 
9 
13 


70 




French 20 






French 25 


20 




French 11 






95 
20 




French 21 


15 






5 




German 10 

French 21 


55 




95 
150 




German 2 


45 




German 12 

German 15 

German 19 

Geology 1 &2 

Geology 21 

Geology 22 


10 

20 

9 




234 
175 




20 

20 


Assistant professor of economic 
geology. 


21f 

24 


Geology 5 


42 


Geology 11 

Geology 13 

German 20 

German 20 


8 
30 


Instructor in German 


104 
100 




225 


Do 


325 
60 






45 




German 17 

German 20 

German 3 


15 

65 


Do 


185 
5 




German 11 

German 16 

German 21 


SO 

10 

120 


Professor of political and social 


215 

140 




85 




History 12 


87 




312 

45 




History 20 

History 22 

History 51 

Home Econ. 3 

Home Econ. 20 

Home Econ. 5 

Home Econ. 10 

Home Econ. 2 

Home Econ. 33 

Home Econ. 38 

i Not given. 


12 
27 
(«) 


Instructor in textiles and cloth- 
ing. 


S4 

76 
150 


Professor of home economics . . 


226 

102 

52 

2 

65 




24S 



APPENDIX. 



209 



Washington State College — Salaries and student clock hours for second semester, year 

19 14-1 5— Continued. 



Title of instructor. 


Salary. 


No. of course. 


Value. 


Clock 
hours. 


Students. 


Student 
clock hours. 


Assistant professor of foods and 
cookery. 


$1,400 

300 
1,650 

1,200 
1,900 

2,200 
1,400 

750 

1,500 

1,200 

1,900 

1,700 

1,200 
450 


Home Econ. 12 

Home Econ. 36... 

Home Econ. 21 

Hort. 1 


3 
5 

5 

3 
3 
3 
2 
2 

3 
5 

3 

2 
2 
2 

3 

5 
5 
2 

2 

4 

4 
3 
2 

4 
1 
1 

5 
4 
5 
2 
1 
3 

4 
4 
5 
1 
2 
3 

4 
2 

5 
5 
3 
5 
2 
5 


6 
8 

10 

4 
5 
6 
3 
3 

4 
6 

4 

7 
2 
4 

4 

5 
5 
2 

4 
8 

4 
3 
4 

4 
1 
1 

5 
4 
5 
2 

1 
3 

4 
4 
5 
1 
2 
3 

4 
2 

5 
10 

6 
10 

4 
10 


17 
9 

9 

16 
5 
2 
3 

4 

8 
2 

9 
8 
6 
12 

8 

1 

1 

21 

3 
2 

6 

7 
3 

8 
8 
8 

17 
13 
12 

8 
14 

4 

16 
13 
11 
13 
6 
5 

6 
4 

7 
7 
2 
5 
3 
20 


102 
72 




174 
190 


Assistant professor of floricul- 
ture and gardening. 


64 


Hort.33 


25 


Hort. 37 


12 




Hort. 39 


9 




Hort. 40 :... 


12 




Hort. 3 






122 
32 




Hort. 31 


12 




Hort. 29 




Associate professor of pomol- 
ogy. 


44 
36 


Hort. 12 


56 


Hort. 24 


12 




Hort. 30 


48 




Hort. 32 






152 
32 


Assistant professor of Latin. . . 


Latin 1 


5 


Latin 2 


5 




Pharmacy 4 

Manual Arts 2 

Manual Arts 14 . . . 

Manual Arts 6 

Mech. Eng 

Mech. Eng. 38 

Math. 4 


42 


Instructor in metal work 


52 
12 
16 


Assistant professor of mechan- 
ical engineering. 


28 

24 
21 
12 




57 
32 




Math. 11 


8 




Math. 13 


8 




Math. 2 and 3 

Math. 4 




Professor of mathematics 


48 

85 
52 




Math. 6 


60 




Math. 10 


16 




Math. 13 


14 




Math. 15 


12 




Math. 4 




Assistant professor of mathe- 
matics. 


239 
72 


Math. 4 


52 




Math. 6 


55 




Math. 13 


13 




Math. 14 


12 




Math. 17 


15 




Mech. Arts 2 

Mech. Arts 10 

Mech. Arts 8 

Mech. Arts 40 

Mech. Arts 42 

Mech. Arts 44 

Mech. Arts 50 

Mech. Arts 11 




Instructor in electrical engi- 
neering. 


219 

24 

8 


Instructor in mechanical engi- 
neering. 


32 

35 
70 
12 
50 
12 
200 




379 



46564°— 16 14 



210 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

Washington State College—Salaries and student clock hours for second semester year 

1914-15— Continued. ' 



Title of instructor. 


Salary. 


No. of course. 


Value. 


Clock 
hours. 


Students. 


Student 
clock hours. 


Associate professor of mechan- 
ical engineering. 


$1,600 

1,400 
1,400 

450 
1,500 

2,600 

1,100 

MOO 

( 2 ) 
1500 
.... 11,500 


Mech. Arts 20 

Mech. Eng. 3 

Mech. Eng. 3 

Mech. Eng. 19 

Mech. Eng. 17 

Mech. Eng. 3 

Mn. Eng. 5 

Manual Arts 12.... 

Mech. Eng. 25 

Mech. Eng. 27 

Mech. Eng. 40 

Mech. Eng. 42 

Mech. Eng. 34 

Mining 6 


2 
3 
3 
3 
3 
3 

2 

4 

3 
2 
1 
2 

2 

2 
2 
5 
2 

5 
5 
1 

1 

5 

2 

3 

2Jor 5 

5 
2Jor 5 

2^or5 


2 
6 

6 
6 
3 
6 

4 
2 

6 
2 
1 
2 

2 

2 
2 
9 

4 

5 
9 
1 

1 
5 
2 
3 


2 
17 
22 

7 
11 
16 

11 

9 

3 
2 
3 
4 

24 

4 
2 
4 
3 

4 
2 
5 

34 
8 
2 
3 

21 

11 
26 

18 

18 

6 
3 
2 

1 
1 
1 
2 


4 

102 
132 
42 
33 
96 


Assistant professor of manual 
training. 


409 

44 
18 


Assistant professor of mechan- 
ical engineering. 


62 

18 
4 
3 

8 


Instructor! in foundry . 


33 

48 

8 

4 

36 

12 


Assistant professor of metal- 


lurgy. 


Mining 6 




Mining 10 




Mining 12 




Mining 8 


Professor of mining engineer- 


60 

20 

18 

5 


ing. 


Mining 9 




Mining 11 




Music 10 


Professor of pipe organ and 


43 

34 
40 
4 
3 


piano. 


Music 32 




Music 34 




Music 36 




Organ and piano.. 
Music 62 










81 




Vocal 26 






Instructor in piano 


Piano 






Professor of violin 


Violin 






Professor of piano ... 


Piano 2 


2£or5 
2ior5 
2h or 5 
2|or5 
2Jor5 
2^or5 
2| or 5 








1200 
1,800 

1,320 

450 
1,800 


Piano 4 








Piano 5 








Piano 6 








Piano 8 








Piano 1 








Piano 3 






Instructor in voice 


Vocal 




11 


Professor of pharmacy and 
materia medica. 


Pharmacy 3 

Pharmacy 5 

Pharmacy 7 

Pharmacy 8 

Pharmacy 9 

Veterinary 24 

Veterinary 41 

Photography 


3 
5 

4 

4 

3 
5 
2 

2 

3 
5 
5 
2 


3 
5 
13 

13 

3 
6 
2 

4 

4 
7 
7 
2 


17 
16 
6 

7 

6 
26 
41 

9 

32 
2 
6 

28 


51 
80 
78 
91 


Instructor in veterinary sci- 
ence. 


300 

18 
156 
82 


Professor of physics 


312 
36 
128 




Physics 16 

Physics 20 

Physics 32 


14 
42 

56 




240 



i And tuition fees. 



2 Tuition fees onlv 



APPENDIX. 



211 



Washington State College — Salaries and student clock hours for second semester, year 

191 4-1 5— Continued . 



Title of instructor. 



Salary. 



No. of course. 



Value. 


Clock 
hours. 


5 
5, 


5 
5 


5 
5 
5 
5 

5 


5 
5 
5 
5 
5 


1-5 
4 
5 
2 
1 


6 
6 
5 
2 
1 


5 
5 


7 
6 


5 
3 


5 
3 


5 
2 


9 
10 


5 


8 


1 

4 


1 
6 



Students. 



Student 
clock hours. 



Professor of Scandinavian . 



Instructor in Spanish . 



Associate professor of anatomy 
and surgery. 



Professor of veterinary science. 



Do. 



Assistant professor of pathol- 
ogy and histology. 



Instructor in zoology 
Professor of zoology . 



$1,320 



1,100 



1,700 



3, 000 



2.000 



1,200 
2 2,400 



Scan. 2. 
Scan. 4. 

Span. 1 
Span. 2 
Span. 2 
Span. 2 
Span. 6 

Clinics . 
Vet. 20. 
Vet. 26. 
Vet. 42. 

Vet. 46. 

Vet. 23. 
Vet. 25. 

Vet. 29. 
Vet. 44. 

Vet. 31. 
Zool. 10 

Zool. 22 

Zool. 40 
Zool. 37 



17 



25 



40 
115 



300 

192 
114 
65 
92 
11 



474 



149 



48 



99 
190 



136 



i Experiment station pays $600 of this. 



8 Experiment station pays $800 of this. 





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APPENDIX. 



213 



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APPENDIX D 



STATEMENT OF MAINTENANCE, PHYSICAL EQUIPMENT, AND URGENT 
NEEDS OF THE THREE NORMAL SCHOOLS. 



STATE NORMAL SCHOOL AT CHENEY. 

1. Maintenance. — The school receives regularly for maintenance nine one-hun- 
dredths of 1 mill of the State millage tax. This has thus far proved ample for all 
purposes, and with the increase in the State's wealth should, for the future, yield an even 
larger revenue. Enough has been saved from the millage tax during the last few years 
to construct a modern dormitory for the women students and a satisfactory manual 
training building. Such portion of the millage tax as has been used in the past to 
build up the school plant should for the immediate future be used for increased salaries 
and larger working staff. 

2. Physical equipment. — The school has practically been rebuilt since 1913, when 
its old main building was destroyed by fire. The present equipment comprises a 
new administration building, a manual training building, a training school building, 
a dormitory for girls, and a central heating plant — all on a campus of 22 acres. 

The valuation of the physical plant is given by the school authorities as follows: 



Training school building $77,000 

Equipment 9,800 

Administration building 300, 000 

Equipment 31,000 

Manual training building 13, 500 

Equipment 6,000 



Monroe Hall (girls' home) $46, 000 

Equipment 8,600 

Central heating plant 1 3, 000 

Equipment 13,000 

Campus (22 acres) 12,000 

Total 519,900 



Administration building. — This structure has been in use for a little over a year. 
It was constructed at a cost of about $300,000 (special legislative appropriation). It 
is well planned and equipped with necessary furniture, apparatus, etc. The building 
is fireproof, and from an architectural point of view, wholly satisfactory. Indeed, 
it is one of the best planned and equipped normal school buildings in the country. 

The Manual training building. — This new building is just being put into operation. 
It is ample for its purpose for some years to come. 

The dormitory for girls. — This structure has also recently been completed, at a cost 
of $46,000. It is well planned and affords good living quarters for the girls. A satis- 
factory plan of student government secures good management. 

The practice school building. — This was built some years ago for practice school 
purposes; but it seems not to have been intelligently planned and is wholly inadequate 
for its purpose. This important phase of the normal school work is in charge of a 
director and critic teachers, but their best efforts are much hampered by the building 
in which they are obliged to do their work. This building should be reconstructed 
at an early date. 

The heating plant is a temporary structure made of sheet iron and should be replaced 
by a permanent building. 

Recommendation for new equipment: 

1. A new practice school building. 

2. A school farm. 

3. A model rural practice school on the campus. 

4. A permanent heating plant. 

The normal school sends 64 per cent of all its graduates into the rural schools of the 
State, many going into the one-teacher schools; the others into the consolidated schools. 
The modern rural school is rooted to the soil, and no teacher can do the work well 
who has not had thorough courses in agriculture. This requires land for experimen- 
tation and demonstration purposes, which should be in addition to the small area of 
garden plats now in use by the department of agriculture. It is recommended that 



Largely temporary. 



221 



222 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

a normal school farm be procured without delay. It should lie handy to the school 
premises, and contain not less than 25 acres. It might be operated in cooperation 
with the extension service of the State College of Agriculture. A large number 
of the leading normal schools of the country already have similar school farms 
in successful operation. Rural demonstration schools conducted for the purpose of 
assisting county superintendents and giving demonstrations in rural-school work are 
operated by the normal schools in the counties adjacent to Cheney. 

The model rural practice school. — The rural school department of the normal school 
is well organized and is doing a good work. The rural teacher, however, has a diffi- 
cult field — in many respects more difficult than the town field — and requires a 
specialized professional preparation. Much of this may be acquired in a rural-practice 
school. Fifty-nine strong normal schools are already using such model rural schools 
to excellent advantage. It is recommended that an appropriation not to exceed 
$5,000 be made for the building and equipment of such a school as soon as possible. 

STATE NORMAL SCHOOL AT ELLENSBURG. 

1 . Maintenance. — The school receives for maintenance seven one-hundredths of 1 mill 
of the State millage tax. This amount has proved insufficient to provide for both 
operation and maintenance, and also for much needed equipment and new buildings. 
Probably the institution's present share of the millage tax will be ample for operating 
expenses, however, until there is a material increase in attendance. It was sug- 
gested to the committee in several quarters that the school at Ellensburg, on account 
of its small attendance, should be able to carry on its work with much smaller appro- 
priations than are required by the other schools. This theory is only partly correct 
and fails to take account of the fact that a certain standard equipment and a well- 
balanced faculty are essential whether a school has 300 or 600 students. Nor should 
a school's influence and value to the people be judged wholly by its numerical 
strength. It is well to bear in mind that the Ellensburg school lies in the sparsely 
settled section of the State and can not depend to any extent on large cities for 
students. Nevertheless, it has its own field to serve, and should be given ample 
support to perform this service. 

2. Physical equipment. — The normal school is located in the town of Ellensburg, on 
grounds which comprise about 8 acres of land, valued at approximately $65,000. 
The number and value of the buildings and equipment are given by the school 
authorities as follows: 

1. Main building (contains offices, classrooms, laboratories, auditorium, 

gymnasium, and library of 10,000 volumes) $120, 000 

Equipment 15, 000 

Library 23,000 

2. Training school 65,000 

Equipment 4, 500 

3. Science, manual training, and heating plant 30, 000 

Equipment 2,200 

Heating plant 5, 200 

4. Girls' dormitory 60, 000 

Equipment 7, 000 

5. Clubhouse 9,000 

Equipment 1, 500 

Total (including value of land) 407, 400 

Total value of land 65, 000 

Total value of buildings 284, 000 

Total value of equipment 58, 400 

Total value of all properties. 407, 400 



APPENDIX. 223 

The main building. — This is the original normal school building. It was built at a 
time when the emphasis in schoolhouse construction was placed on the achievement 
of an impressive exterior rather than on sanitation and practical arrangement. The 
toilet facilities are entirely inadequate and should be improved without delay. The 
domestic science department of the school— which is rendering excellent service — is 
housed in the basement of this building. It should have better quarters. The 
gymnasium is also in the basement of the main building. It has no equipment 
worthy the name. The normal school library is housed in this building also. It 
contains about 10,000 bound volumes, well selected, and suitable to normal school 
use. The collection of periodicals is also very satisfactory. 

The practice ichool (training school). — This, like the Cheney practice school, was 
built some years ago and is imperfectly adapted to actual needs. Neither the arrange- 
ment of classrooms, nor their sanitation, is satisfactory. The toilet facilities are par- 
ticularly bad. Moreover, the building is too small for its purpose. The offices of 
the director and critic teachers are, for example, used regularly for class purposes. 
The practice school is too important an arm of the normal school to be slighted. 

It is recommended that a wing be added to the present building, and that the base- 
ment of the structure now standing be entirely remodelled especially with a view to 
the improvement of its lighting and to the provision of additional lavatories and toilet 
facilities. The new wing should be of fireproof construction. Indeed, too little 
regard has been paid to safety and permanency in the construction of all the buildings 
of this school. 

The science and manual training building. — This is an inexpensive building, fairly 
well planned, but of poor construction. Its deep basement contains the central 
heating plant of the school. The science laboratories and manual training shops are 
meagerly equipped with apparatus. Good work is being done with an equipment 
that should be enlarged and improved as soon as possible. 

The dormitory for girls. — This is an attractive building, well kept, and well adapted 
to its purpose, although not very substantial or very expensive. 

Recommendations for added equipment: 

1. A normal school farm. 

2. Either a model rural practice school on the campus or the establishment of 

closer relations with rural schools in the vicinity. 

The arguments offered in support of similar recommendations in the discussion of 
the equipment of the Cheney Normal School are equally applicable in the case of 
Ellensburg. At Ellensburg only a small patch of ground is available for agricultural 
experiment and school gardens. The school has no rural practice school equipment. 
Visitation of outlying schools, as carried on at Ellensburg, is incidental only and of 
little practical value. 

Separate departments in agriculture and rural school subjects. — Special attention is 
called to the needs of agricultural and general rural education. One instructor is 
charged with the work of both these departments. It is encouraging to note that 
the number of students in agriculture has increased from 73 in 1913-14 to 91 in 1914-15, 
and that the number of students in the rural education clasess has increased from 
14 in 1913-14, reciting two hours weekly, to 103 in 1914-15, reciting four hours weekly. 
These facts furnish ample evidence of the demand for the new courses, but, also, 
of the urgent need of reorganization and enlargement. 

It is recommended that the department be divided so that one instructor can give 
all his time to agricultural education and that as soon as the development of the 
department shall warrant it he be given one or more assistants for extension work 
to cooperate with the rural school department. There should then be orgainzed 
a complete department in rural education in charge of an expert who shall instruct 
in rural life problems (sociology and rural economics) and in special rural school 
management and rural school methods. This department should have the use of a 
practical laboratory — that is, a rural practice school. The committee's preference 



224 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 

is for a rural practice school located on the campus, where it can be used hourly. 
For the practice school is needed a specially prepared teacher, who can also give 
class periods in special rural school methods. 

STATE NORMAL SCHOOL AT BELUNGHAM. 

1. Maintenance. — This institution, like the one at Cheney, gets nine one-hun- 
dredths of 1 mill of the millage tax, an amount which has proved wholly inadequate. 
The school has in fact been so hampered for funds during the last biennium that 
it has been forced to make a reduction in salaries amounting to $4,000. If the Bell- 
ingham Normal School is to maintain and increase its efficiency, it must either be 
granted larger appropriations or its student roll must be reduced. 

2. Physical equipment. — The valuation of the physical equipment of the school 
is summarized in the following table : 

Valuation of physical resources. 

Central building, science building, training-school building, training-school 
annex, manual-training shop, gymnasium, Edens Hall for women, and 
equipment for all $301, 000 

Land, estimated value 44, 000 

Total valuation 345, 000 

The central building. — This is a large structure, which has been added to from time 
to time. It is of good appearance and substantial construction. The equipment 
and sanitary facilities are, for the most part, excellent. The building is satisfactory, 
although crowded to its capacity. 

Gymnasium. — This is a frame annex to the main building. It is inadequate for 
gymnasium purposes by reason of its small size. Better facilities for gymnasium 
and play should be provided. 

Manual-training building. — This was constructed in 1914, and while not large or 
expensive, is practically arranged, and will answer the purpose for which built for a 
number of years. 

Edens Hall. — This is a dormitory for girls. It is a plain, frame structure, located on 
the front part of the campus, where it in a large measure destroys the harmony of an 
otherwise beautiful arrangement of grounds and buildings. The dormitory has been 
enlarged several times. As a result it contains dark, labyrinthine halls and inad- 
equate sanitary facilities. Risk from fire is great. The dormitory facilities of the 
school are, on the whole, inadequate. 

3. Recommendations.— -The committee makes the following recommendations for 
improvement of the Bellingham school equipment: 

(1) The acquisition of more land. 

(2) The construction of a modern dormitory for girls. 

(3) The provision of a new gymnasium. 

(4) The provision of auditorium and library facilities. 

(5) The erection of a model rural school on campus. 

(6) The use of city schools for training school purposes. 

(a) More land urgently needed. — The school is situated in a beautiful and healthful 
environment, but is too crowded. More land is urgently needed for campus purposes, 
for gardens, and for general agricultural experimentation. The trustees have recently 
a k en options on 21 acres of land adjoining the premises. Steps should be taken to 
purchase this land without delay. 

(6) A new dormitory. — The State can not afford to risk the health and lives of its 
omen students by continuing to house them in such a building as Edens Hall. It 
is recommended that appropriation be made for a dormitory similar to the one at 
Cheney, to be erected at a cost of from $85,000 to $100,000, fully equipped. 



APPENDIX. 



225 



(c) A new gymnasium. — While this is not so urgently needed as the dormitory, the 
present equipment is far from satisfactory. An appropriation should be made for a 
new gymnasium to be erected during the next biennium. 

(d) The school needs additional auditorium and library facilities. It is suggested 
that a single building, to cost about $85,000, may be provided to serve both purposes. 

(e) Model rural school. — The value of a rural practice school as a part of the equip- 
ment of a State normal school has already been discussed (see pp. 222 and 223). 

(/) Additional training-school facilities. — One of the most difficult problems of a large 
normal school is to provide sufficient training-school facilities. This, in itself, is a 
strong argument for more and smaller normal schools. At Bellingham the training 
school is so crowded that the prospective teachers do not get ample opportunity for 
practice teaching. A solution of the difficulty might be reached if the normal school 
could arrange with the city of Bellingham to take over one or more of the city schools 
for training purposes, the city and normal school sharing the expense of operation. 
At McComb, 111., for example, the normal school makes use of the entire city system 
for practice school purposes, the principal of the normal school being also head of the 
city system. The State, which furnishes part of the funds for the maintenance of all 
the schools and pays for the training of the teachers for these schools, has the right to 
utilize schools for practice school purposes whenever the public good requires. 

State normal school at Cheney. 
[Data relating to regular students only, fourth quarter, 1915-16.] 



Instructors, 
designated 
by letter. 


Salary 

for 

regular 

school 

year only. 


Different 
subjects 
taught. 


Total 

teaching 

hours 

per 

week. 


Average 
number 

of 
students 
per hour. 


Total 
student 

clock 

hours per 

week. 


Remarks. 


A 


$2,500 

2,400 
2,000 
1,600 
1,800 
2,000 
1,700 

1,200 
2,000 
1,900 

1,500 
1,500 

1,600 
1,500 

1,400 

1,440 

1,600 
1,200 

1,800 
1,350 

1,460 
1,460 

2,000 

1,800 


5 

3 
5 
4 
1 
4 
3 

4 
3 
1 

4 
3 

3 

5 
2 

1 
2 

6 
1 

2 
1 

1 

1 


14 

18 
20 
20 
3 
16 
12 

9 
12 

7 

18 
9 

21 

9 

18 
8 

5 
9 

18 
2 

6 
3 

3 

3 


43.0 

37.0 
33.5 
30.6 
39.0 
29.2 
22.0 

20.6 
60.8 
52.2 

25.0 
9.3 

10.0 
21.0 

25.4 
18.6 

29.0 
47.7 

17.5 
52.0 

22.0 
36.0 

41.0 

50.0 


602.0 

666.0 
670.0 
612.0 
117.0 
467.2 
264.0 

185.4 
729.6 
365.4 

450.0 

83.7 

210.0 

189.0 

457.2 
148.8 

145.0 
429.3 

315.0 
104.0 

132 
108.0 

123.0 

150.0 


Additional definite assignment as 
vice president and registration 
work. 


B 


C 




D 




E 




F 




G 


Two periods a day in training school 

and one period (40 minutes) in 

glee club. 
Two periods a day in training school 

(bands and orchestra included). 
Appointment committee work, 

heavy fourth quarter. 
Appointment committee work, 

heavy fourth quarter; secretary 

of committee. 


H 


I 


J 


K 


L 


Two periods per day in training 
school; German; boys' athletics. 


M 


N 


Two periods per week in training 
school. 
Do 





P 


Two periods per day in training 

school. 
Medical inspection and health work. 
One period per day in training 

school. 
Do 


Q 


R 


S 


T 


Regular eighth-grade teacher in 

training school. 
Senior student assistant. 
Supervisor grades 2, 3, and 4 in 

training school. 
Superintendent training school; also 

appointment committee work. 
Business office. 


U 


V 


W 


X 




Average of 
total 24 in- 
structors. 


1,696 


172 


10.6 


32.1 


321.8 





46564°— 16- 



-15 



1 Total number of different subjects taught. 



226 EDUCATIONAL SURVEY OF THE STATE OF WASHINGTON. 



State normal school at Ellensburg. 
[Data relating to regular students only, year 1914-15.] 



Instructors designated by letter. 


Salary for 
regular 
school 

year only. 


Different 
subjects 
taught. 


Total 
teaching 
hours per 

week. 


Average 
number of 
students 
per hour. 


Total 

student 

clock hours 

per week. 


A -> 


$3, 000 
1,550 
1,500 
1,300 
2,000 
1,500 
1,300 
1,550 
1,200 
750 
1,300 
2,000 
1,200 
1,100 
1,100 
1,300 
1,500 
1,300 
1,300 
1,200 


2 
5 
3 
1 
8 
4 
5 
8 
4 
3 
3 
6 
2 
7 
5 
13 
3 
4. 
3 
6 


4 

15 
12 

4 
29 
18 
12 
22 
11 

6 

9 
21 

2 
14 

9 
27 
12 
10 
12 
12 


69 
19 
40 
39 
31 
15 
16 
17 
21 
25 
10 
25 
29 
24 
14 
18 
10 

10 , 

4 

32 


276 


B 


297 


C h 


484 


D| 


156 


E 


906 


F 


265 


G 


200 


H 


371 


If 


228 


Jf 


150 


Xf 


96 


L.r ::::::;::: 


535 


M| 


57 


N J. 


332 


O | 


136 


p.! 


490 


Qi 


124 


Rf 


102 


Sf. 


48 


T| 


386 


Average of total, 14 instructors i . . 


2 1,417 


3 95 


19 


23 


282 



1 The whole number of instructors, when reduced to a full-time basis, is 14. 

2 This is figured on a 10 months' basis only; the average for 12 months would be $1,700.40. 

3 Total number of subjects taught. 

State normal school at Bellingham. 

[Data affecting regular students only, year 1915-16. This school did not report the number of different 
subjects taught or the average number of students per hour.] 



Instructors designated by letter. 


Salary for 
regular 
school 

year only. 


Total 
teaching 
hours per 

week. 


Total 

student 

clock hours 

per week. 


A 


§1,620 
1,500 
2,040 
2,160 
1,320 
1,500 
1,080 

600 
1,500 
2,580 
1,800 
1,800 
1,680 
1,500 
1,800 
1,260 
1,620 
1,200 
1,500 
1,380 
1,200 
1,980 
1,260 
2,160 
1,500 
1,320 
1,860 
1,260 
1,200 

600 
1,500 
1,980 
1,200 
1,620 
1,440 

900 
1,200 
1,500 
1,680 


20 

25 
23 
25 
18 
15 
25 
3 20 
15 
16 

3 10 

25 
20 
20 
20 

115 
23 
20 
15 
28 
45 

112 
5 


1,040 


B 


365 


C 


606 


D 


940 


E 


285 


F 


560 


G 


112 


H 


108 


I 


215 


J 


860 


K 


25 


L 


1,121 


M 


440 


N 


496 


O 


1,241 


P 


520 


Q 


261 


1 


1,126 


S 


560 


T 


250 


U, , 


384 


V 


260 


w 


1,334 


X. 




y„... '""■; .. 


3 28 
20 

3 2 4 
24 
20 
12i 

3 30 
20 
19 
45 
20 
15 
25 
15 
( 5 ) 


308 


z... 


984 


AA 


435 


BB 


496 


CC... 




DD 


500 


EE 


160 


FF 


621 


GG. 


753 


HH 


190 


TI... 


804 


XT.. 


1,050 


XX 


495 


EL 


215 


MM 






1,713 


17.5 


55S.S 







1 And as supervisor. 
1 And as athletic coach. 



s And laboratory work. 
* And as nurse. 



Librarian. 



INDEX. 



Administration, State university and college, 119- 

12?. 
Administrative machinery, 58-60. 
Agricultural schools, 115-118. 
Agriculture, recommendations by committee, 104, 

111, 121-122. 
Architecture, recommendations by committee, 104. 

Board of regents, State University of Washington, 

59. 
Boards of trustees, normal schools, 59. 

California, school population and secondary enroll- 
ment, 28. 

Certification of teachers, 171; examination sched- 
ules, 148-149; limited and defined, 11-12; public 
schools, 145-149; standards recommended, 10-11; 
types, 11; total number of certificates in force 
in 1914, 171. 
■ Chemistry, recommendations by committee, 110- 
111, 121. 

Classes, standards governing size of university and 
college, 67; State College and University, smaller 
ones recommended, 122. 

Classroom teaching, recommendations by commit- 
tee, 122. 

Claxton, P. P., services to commission, 9. 

College of Agriculture and Mechanic Arts, adjust- 
ment to State University, 99-101. 

Colleges and universities, statistics, 30-39. 

Commerce, recommendations by committee, 104, 
111, 121. 

Commission, legislation creating, 7; members, 8; 
organization and personnel, 21-23; recommenda- 
tions, 8-19. 

Committee, summary of recommendations, 63, 107, 
111, 115, 118, 121-122, 151, 187. 

Common schools, 9-13. 

Connecticut, school population and secondary en- 
rollment, 29. 

County organization, 10. 

County schools, administration and supervision, 
130-132. 

County superintendency, 9-10. 

County supervision, 10. 

Courses of study, 13; public schools, 150-151; teach- 
ers, 174-178. See also Curriculum. 

Curriculum, State College and State University, 
86-87, 111. 

Degrees, 32, 96-97. 

Diplomas, teacher's. See Certification of teachers. 

Duplication, warranted and unwarranted, 99-102. 

Economics, recommendations by committee, 104, 
111, 121. 

Education, departments, State college and univer- 
sity, 112-115. 



Engineering, recommendations by committee, 105- 

111, 121. 
Enrollment, public schools, 26; secondary schools, 

26-30; State college and university, 88-89, 91-93. 
Examinations, teachers, 12. 

Federal aid, competence of State legislature to de- 
termine institutions to receive, 98. 

Federal legislation, and higher education, 82-86. 

Fisheries, recommendations of committee, 110, 111, 
122. 

Forestry, recommendations by committee, 104, 111; 
schools, 61. 

Georgia, school population and secondary enroll- 
ment, 28. 

Graduates, State College, 96; State University, 
professional distribution, 97. 

Hatch Act, provisions, 83-84. 

High-school teachers, training, 104, 111, 121-122. 

Higher institutions, analysis of expenditures, folder 
folloiving page 211; Federal aid, 82-86; formulation 
of State policies, 60-63; relations to secondary 
schools, 38-39; State-supported, 25; students en- 
rolled, 33; support in Washington and other 
States, 39-57. See also Colleges and universities. 

Home economics, recommendations of committee, 
109, 111, 122. 

Illinois, school population and secondary enroll- 
ment, 28. 

Instruction, public schools, 150-163; State College 
and University, 94. 

Instructors, normal schools, 181-182; State College 
and University, 95. 

Iowa, "major and service lines of work," 102; school 
population and secondary enrollment, 28. 

Journalism, recommendations by committee, 104, 
111, 121. 

Law, recommendations by committee, 104, 111, 121. 
Liberal-arts courses, recommendations of commit- 
tee, 109, 111; recommendations of committee, 121. 

"Major and service lines of work," 102. 

Major requirements, revision of excesses, recom- 
mended at State College and University, 122. 

Marine engineering, recommendations by commit- 
tee, 110, 111, 122. 

Massachusetts, school population and secondary 
enrollment, 29. 

Mechanic arts, recommendations by committee, 
104, 111, 121. 

Medicine, recommendations by committee, 104, 111, 
121. 

Michigan, school population and secondary enroll- 
ment, 28. 

Military instruction, 13. 

227 



228 



INDEX. 



h 



Millage tax. See Taxation. 

Mining, school, recommendations by committee, 
107-108, 111. 

Minnesota, school population and secondary en- 
rollment, 28. 

Morrill Act, provisions, 82-83. 

New York, school population and secondary enroll- 
ment, 29. 

Normal schools, 14-16, 165-185; attendance, facul- 
ties, and future policy, 181-185; boards of trus- 
tees, 59; expenditures in various States, 168; in- 
structors and students, 185-191; maintenance, 
physical equipment, and needs, 213-218; statistics 
of support, 44. 

North Carolina, school population and secondary 
enrollment, 28. 

Ohio, school population and secondary enrollment, 

29. 
One-room schools, qualifications of teachers, 154- 

157. 

Pedagogy. See Education. 

Pennsylvania, school population and secondary 
enrollment, 29. 

Pharmacy, recommendations by committee, 105, 
111. 

Population, 25-26, 28; (census of 1910), by sec- 
tions, 94. See also School population. 

Professional education, 59, 101-102, 104-111. 

Public schools, 9; instruction, 150-163; support, 125- 
129; teachers, 133^144. 

Recommendations, summary of, survey committee, 

187-189. 
Research work, recommendations by committee, 

122. 
Rural schools, teachers, 140-144, 152-153. 

Salaries (instructors), normal schools, 181-182; 
State College of Washington, 69, 72-73, 80, 198-213; 
State universities and colleges, 76-78; State Uni- 
versity of Washington, 68, 72-73, 79. 

Salaries, teachers, 132, 139. 

School population, gain and loss, 28. 

School superintendents, training, 104, 111, 121. 

Science, recommendations by committee, 104, 111, 
121-122. 

Secondary education, 25-30. 

Secondary schools, enrollment, 26-30. 

Smith-Lever Act, provisions, 83. 

State board of education, 58. 

State board of equalization, 59. 

State board of finance, 59. 

State College of Washington, administration, 119- 
122; and State University, differentiation of func- 
tions, 103-111; cost, 63-80; curriculum, 86-87, 111; 
degrees, 96; elementary science, 122; enrollment, 
88-89, 92-93; expenditures, 66, 74-75; geographical 
distribution of students, 90, 93; graduates, 96; 
instructors and student clock hours, 95; present 
scope and functions, 84-98; salaries and student 
clock hours, 69, 72-73, 80; training teachers, 112- 
113. 



State council of education, recommended, 63. 

State Normal School, Bellingham, equipment, etc., 
217-219. 

State Normal School, Cheney, equipment, etc., 
214-215, 218. 

State Normal School, Ellensburg, equipment, etc. , 
215-217, 219. 

State officials, 58-60. 

State superintendent of public instruction, duties, 
59-60. 

State universities and colleges, salaries of instructors, 
76-78. 

State University of Washington, and State College, 
differentiation of functions, 103-111; legislation 
recommended, 16-17; relation to system of public 
education, 25-122. 

State University of Washington, board of regents, 
59; cost per student based on enrollment, 71, costs, 

. 63-80; curriculum, 86-87, 111; degrees, 97; enroll- 
ment, 88-89, 91-93; expenditures, 65; geographical 
distribution of students, 90, 93; instructors and 
student clock hours, 95; present scope and func- 
tions, 80-98; professional distribution of graduates, 
97; salaries of instructors, 68, 79, 190-196; student 
clock hours, 68, 191-196; teacher training, 113- 
115. See also Higher education, formulation of 
State policies. 

Student clock hours, State College of Washington, 
69, 72-73, 95, 198-213; State University of Washing- 
ton, 68, 72-73, 95, 191. 

Students, geographical distribution, State college 
and university, 90, 93; high-school graduation 
required for State college and university, 122; 
normal schools, 185-191. 

Superintendent of public instruction. See State 
superintendent of public instruction. 

Supervision, county, 10. 

Taxation, millage, distribution, 17-19. 

Teachers' certificates, examination schedules, 148- 
149; in force in 1914, 171; total number issued in 
1914-15, 171. See also Certification of teachers. 

Teachers (elementary), preparation in higher 
academic and professional institutions, 15S-159; 
qualifications, 160-163. 

Teachers, extension and further training, 179-180; 
high school, trained in Washington and in oflier 
States, 173; public schools, 133-144; qualifications 
for one-room schools, 154-157; rural schools, prepa- 
ration in higher academic and professional insti- 
tutions, 152-153; standards and proposed courses, 
174-178; tenure of office, 12; training, 104, 111, 121, 
167-185. See also Normal schools. 

Teachers' salaries. See Salaries, teachers. 

Tennessee, school population and secondary enroll- 
ment, 28. 

Utah, school population and secondary enrollment, 
29. 

Veterinary medicine, recommendations by commit- 
tee, 104, 111, 120. 

Washington, school population and secondary en- 
rollment, 28. 



O 



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LIBRARY OF CONGRESS £ 

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